Building Tier 3 Intervention for Long-Term Slow Growers in Grades 3-4: A Pilot Study

Autor/inn/en	Sanchez, Victoria; O'Connor, Rollanda E.
Titel	Building Tier 3 Intervention for Long-Term Slow Growers in Grades 3-4: A Pilot Study
Quelle	(2015), (31 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1111/ldrp.12085
Schlagwörter	Elementary School Students; General Education; Grade 3; Grade 4; Learning Disabilities; Pilot Projects; Reading Difficulties; Reading Improvement; Reading Instruction; Reading Rate; Remedial Reading; Response to Intervention; Skill Development; Supplementary Education; Word Recognition + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Learning handicap; Lernbehinderung; Pilot project; Modellversuch; Pilotprojekt; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseförderung; Kompetenzentwicklung; Qualifikationsentwicklung; Ergänzungsunterricht; Worterkennung
Abstract	Tier 3 interventions are necessary for students who fail to respond adequately to Tier 1 general education instruction and Tier 2 supplemental reading intervention instruction. We identified 8 students in 3rd and 4th grade who had demonstrated a slow response to Tier 2 reading interventions for three years. Students participated in a researcher-developed Tier 3 intervention for 8 weeks that focused on skill development in word analysis, word identification, and reading rate. Prior to Tier 3, students were making minimal growth in reading; however, during Tier 3, the 8 students demonstrated strong growth on measures of word identification and reading rate. Given that educators can easily implement a similar Tier 3 intervention in their own schools, results are promising for poor readers who are difficult to remediate. [This paper was published in "Learning Disabilities Research & Practice," v30 n4 p171-181 Nov 2015 (EJ1079599).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01