Intensifying Reading Interventions through a Skill-by-Treatment Interaction: What to Do When Nothing Else Worked

Autor/in	Burns, Matthew K.
Titel	Intensifying Reading Interventions through a Skill-by-Treatment Interaction: What to Do When Nothing Else Worked
Quelle	In: Communique, 50 (2021) 4, S.1 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Reading Strategies; Reading Instruction; Skill Development; Reading Skills; Student Needs; Reading Difficulties; Intervention; Taxonomy; School Psychologists; Reading Fluency; Generalization + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Taxonomie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	This article describes how to use data to align student performance to a phase of learning by using a skill-by-treatment interaction, and how that information can help select an appropriate intensification strategy. It describes the Fuchs et al. (2017) taxonomy of intervention intensity through a skill-by-treatment interaction (STI) for reading in which interventions are matched to student needs based on the learning hierarchy. Using STI to pinpoint how a student fits within the taxonomy of intervention intensification will likely unlock the answer to some of biggest challenges that school psychologists face. Two case studies are included to support the effects of using this framework to intensify interventions. (ERIC).
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	2024/1/01