Response to Intervention by a Child with a Severe Reading Disability: A Case Study

Autor/inn/en	Legere, Elizabeth J.; Conca, Lydia M.
Titel	Response to Intervention by a Child with a Severe Reading Disability: A Case Study
Quelle	In: TEACHING Exceptional Children, 43 (2010) 1, S.32-39 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Reading Difficulties; Intervention; Individualized Reading; Learning Disabilities; Severity (of Disability); Instructional Effectiveness; Elementary School Students; Behavior Problems; Attention Deficit Disorders; Teaching Methods; Symptoms (Individual Disorders); Teamwork; Reading Programs; Behavior Modification + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Schweregrad; Unterrichtserfolg; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Psychiatrische Symptomatik; Behaviour modification; Verhaltensänderung
Abstract	Within a short time span, response to intervention (RTI) has altered how educators serve students with reading difficulties. Its impact is most evident at the primary level, where the focus is on limiting referrals to special education by preventing reading difficulties. Educators have paid less attention to exploring how to use RTI with older elementary-aged students who experience severe reading difficulty. For that population of students, motivational issues often compound reading problems and prevention techniques have not been successful. This article applies basic RTI principles to constructing, implementing, and evaluating an individualized reading intervention program for a fourth-grade student, Mike, with a learning disability (LD) who has secondary challenges in behavior and attention. It describes Mike's fourth-grade school year, one that was ultimately satisfying for Mike as a reader and as a learner. (Contains 1 table and 1 figure.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10