Reading Intervention and Special Education Referrals

Autor/inn/en	Polcyn, Dawn M.; Levine-Donnerstein, Deborah; Perfect, Michelle M.; Obrzut, John E.
Titel	Reading Intervention and Special Education Referrals
Quelle	In: School Psychology Forum, 8 (2014) 3, S.156-167 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Intervention; Reading Instruction; Special Education; Referral; Reading Fluency; Program Effectiveness; Peer Teaching; Small Group Instruction; Grade 6; Grade 7; Grade 8; Middle School Students; Statistical Analysis + Suchen Sie Ihr Suchwort? Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Peer group teaching; Peer Group Teaching; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Statistische Analyse
Abstract	This study examined whether consistently implementing reading fluency interventions prior to referring students for a special education evaluation led to fewer overall special education referrals, as well as more accurate special education referrals. Results indicated that the implementation of a peer-mediated reading fluency intervention significantly decrease the number of overall special education referrals. Students who were referred for special education following participation in the intervention program also were more likely to qualify for special education services compared to students who had not participated in the intervention program. This indicates that fewer inaccurate special education referrals may occur following implementation of in-class reading interventions. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01