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Autor/inn/enGersten, Russell; Jayanthi, Madhavi; Dimino, Joseph
TitelToo Much, Too Soon? Unanswered Questions from National Response to Intervention Evaluation
QuelleIn: Exceptional Children, 83 (2017) 3, S.244-254 (11 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0014-4029
DOI10.1177/0014402917692847
SchlagwörterStellungnahme; Response to Intervention; National Programs; Program Effectiveness; Program Evaluation; Research Needs; Research Design; Research Methodology; Research Problems; Program Implementation; Research Reports; Reading Programs; Educational Practices; Test Reliability; Test Validity; Elementary Secondary Education
AbstractThe report of the national response to intervention (RTI) evaluation study, conducted during 2011-2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we (a) explain what the national RTI evaluation examined and highlight the strengths and weaknesses of the design, (b) clarify the results of the evaluation and highlight some key implementation issues, (c) describe how rigorous efficacy trials on reading interventions can supplement several issues left unanswered by the national evaluation, and (d) discuss implications for future research and practice based on the findings of the national evaluation and reading intervention research. (As Provided).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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