Comparison of Reading Growth among Students with Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education

Autor/inn/en	Burns, Matthew K.; Maki, Kathrin E.; Brann, Kristy L.; McComas, Jennifer J.; Helman, Lori A.
Titel	Comparison of Reading Growth among Students with Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education
Quelle	In: Journal of Learning Disabilities, 53 (2020) 6, S.444-453 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420918840
Schlagwörter	Response to Intervention; Reading Difficulties; Reading Skills; Skill Development; Students with Disabilities; Severe Disabilities; Special Education; Grade 2; Grade 3; Children; Elementary School Students; Urban Schools; Program Effectiveness; Small Group Instruction; Achievement Tests; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Child; Kind; Kinder; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th percentile on the fall reading screening assessment were identified as having a severe reading deficit and received a tier 2 reading intervention that was targeted to their needs. Results showed a significant effect between groups on reading growth. Students with severe reading deficits receiving targeted tier 2 intervention grew at a rate that equaled the rate of growth of students without reading deficits and was significantly higher than students who were receiving special education services for reading. Implications for practice, suggestions for future research, and study limitations are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2024/1/01