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Autor/inn/enMorrison, Julie Q.; Hawkins, Renee O.; Collins, Tai A.
TitelEvaluating the Cost-Effectiveness of the Dyslexia Pilot Project: A Multitiered System of Supports for Early Literacy
QuelleIn: Psychology in the Schools, 57 (2020) 4, S.522-539 (18 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Morrison, Julie Q.)
ORCID (Collins, Tai A.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0033-3085
DOI10.1002/pits.22343
SchlagwörterCost Effectiveness; Dyslexia; Prevention; Disability Identification; Intervention; Reading Difficulties; Primary Education; Kindergarten; Grade 1; Grade 2; Program Effectiveness; Emergent Literacy; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
AbstractThe Dyslexia Pilot Project provided funding to school districts to implement a multitiered system of support (MTSS) framework for the prevention, early identification, and early intervention of reading difficulties. This article describes the evaluation of the multiyear Dyslexia Pilot Project for students in kindergarten through Grade 2. The evaluation extended a conceptual model for evaluating the systems effects of an MTSS for reading by including a cost-effectiveness analysis. The results indicate that mean rates of improvement on Dynamic Indicators for Basic Early Literacy Skills Next curriculum-based measures for students in participating schools exceeded the expected rates of improvement based on benchmark norms. This reduction in risk precluded the need for more intensive, individualized, and costly interventions and specialized educational services. Implications of the findings and future directions are discussed. (As Provided).
AnmerkungenWiley-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 vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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