Literaturnachweis - Detailanzeige
| Autor/in | Jaeger, Elizabeth L. |
|---|---|
| Titel | Intensity of Focus, Richness of Content: Crafting Tier 2 Response to Intervention in an Era of the Common Core |
| Quelle | In: Reading Teacher, 70 (2016) 2, S.179-188 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1495 |
| Schlagwörter | Elementary School Students; Grade 4; Response to Intervention; Program Implementation; Common Core State Standards; Screening Tests; Miscue Analysis; Language Arts; Integrated Curriculum; Content Area Reading; Reading Difficulties; Suprasegmentals; Progress Monitoring; Reading Achievement; Informal Reading Inventories |
| Abstract | This article describes a Tier 2 intervention program for fourth graders that is well suited to supporting implementation of the Common Core State Standards. Screening assessments and miscue analyses were used to clarify students' strengths and challenges. Students then attended only classes that were suited to their particular literacy needs, spending the remainder of their time participating in classroom lessons that integrated language arts throughout content area curriculum. This program supported struggling readers in effective and efficient ways. A Tier 2 class in prosody is explained in depth. Findings demonstrate clear growth on progress-monitoring assessments and overall reading gains as measured on an informal reading inventory. The study has implications for adjusting RTI protocols to better suit contemporary literacy practices. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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