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

Autor/inn/en	Sanchez, Victoria M.; O'Connor, Rollanda E.
Titel	Building Tier 3 Intervention for Long-Term Slow Growers in Grades 3-4: A Pilot Study
Quelle	In: Learning Disabilities Research & Practice, 30 (2015) 4, S.171-181 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12085
Schlagwörter	Reading Difficulties; Learning Disabilities; Reading Instruction; Reading Improvement; Pilot Projects; Elementary School Students; Grade 3; Grade 4; Response to Intervention; Skill Development; Word Recognition; Reading Rate; Remedial Reading; Supplementary Education; General Education + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Leseunterricht; Pilot project; Modellversuch; Pilotprojekt; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Kompetenzentwicklung; Qualifikationsentwicklung; Worterkennung; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseförderung; Ergänzungsunterricht; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	Tier 3 interventions are necessary for improving the reading performance of students who fail to respond adequately to Tier 1 general education instruction and Tier 2 supplemental reading intervention. In this pilot study, we identified 8 students in 3rd and 4th grade who had demonstrated 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. In the 6 months 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. Although results are promising for poor readers who are difficult to remediate, several aspects of the Tier 3 intervention need further testing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01