Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention: An Observation Study

Autor/inn/en	Ciullo, Stephen; Lembke, Erica S.; Carlisle, Abigail; Thomas, Cathy Newman; Goodwin, Marilyn; Judd, Laura
Titel	Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention: An Observation Study
Quelle	In: Learning Disability Quarterly, 39 (2016) 1, S.44-57 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948714566120
Schlagwörter	Evidence Based Practice; Middle School Students; Middle School Teachers; Response to Intervention; Observation; Program Implementation; Grade 6; Grade 7; Learning Disabilities; Reading Instruction; Teaching Methods; Learning Strategies; Cognitive Processes; Peer Teaching; Feedback (Response); Demography; Teacher Characteristics; Measures (Individuals); Grade 8 + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Beobachtung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Learning handicap; Lernbehinderung; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess; Peer group teaching; Peer Group Teaching; Demografie; Messdaten; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01