How to Reach First-Grade Struggling Readers: An Integrated Instructional Approach

Autor/inn/en	Solari, Emily J.; Denton, Carolyn A.; Haring, Christa
Titel	How to Reach First-Grade Struggling Readers: An Integrated Instructional Approach
Quelle	In: TEACHING Exceptional Children, 49 (2017) 3, S.149-159 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916673296
Schlagwörter	Grade 1; Elementary School Students; Reading Difficulties; Special Needs Students; Special Education; Special Education Teachers; Response to Intervention; Reading Instruction; Reading Skills; Reading Comprehension; Scaffolding (Teaching Technique); Learning Disabilities; Common Core State Standards + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Leseunterricht; Reading skill; Lesefertigkeit; Leseverstehen; Learning handicap; Lernbehinderung; Common core curriculum; Curriculum; Kerncurriculum
Abstract	Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing support to students based on documented student need. This model typically consists of three tiers of intervention, with each tier providing increasingly more targeted and intense instruction (Gersten et al., 2009). In this article the authors present a framework in which classroom teachers and special education teachers can collaborate to provide Tier 1 and 2 instruction. In an MTSS framework, students who do not respond to evidence-based Tier 1 instruction and more intensive Tier 2 instruction then receive Tier 3 instruction. Tier 3 instruction--which reflects the most intensive individualized level of instruction--typically takes place outside the classroom setting and is implemented by a special education teacher; the model that is presented herein focuses on Tiers 1 and 2. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01