Category » Intervention

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  Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.

  1/14/09 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.

  This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.

• Help Close the Achievement Gap

  1/1/05 - Peebles-Wilkins, Wilma

  Haskins and Rouse (2005) propose high-quality educational interventions that target both the parent and the child. There is an emphasis on collaborating with parents to the maximum degree possible. The authors review a number of highly successful early intervention programs with different approaches and acknowledge that several programs that focus solely on the children also yield successful outcomes. In addition to the more traditional educational interventions, the authors recommend...

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  Indiana’s Vision of Response to Intervention

  1/2/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin

  Response to Intervention (RTI) is a school-wide, integrative approach to instruction and intervention that provides a continuum of services to all students, both within general and special education (Martinez, Nellis, & Prendergast,2006). Further, RTI focuses on the frequent monitoring of student progress using formative* and summative*1 assessments, and providing students with differentiated and evidence-based classroom instruction. Thus, RTI can be viewed as a framework of service delivery...

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  Interventions for adolescent struggling readers: A meta-analysis with implications for practice

  1/10/09 - Scammacca, N., Roberts, G., Vaughn. S. , Edmonds, M. , Wexler, J., Reutebuch, C. K., Torgesen, J. K.

  This 2007 brief is a meta-analysis of thirty-one studies on interventions targeting adolescents struggling with reading. Specifically, it looks at how effective interventions are for struggling adolescent readers, what the specific impact of reading interventions are on reading comprehension, and what specific impact reading interventions have for students with learning disabilities. The analysis further categories study findings depending on the type of reading intervention, the grade...

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  NRCLD update on responsiveness to intervention: Research to practice

  1/3/09 - Fuchs, L.S.

  The National Research Center on Learning Disabilities (NRCLD) has completed two large studies to look at how responsiveness to intervention (RTI) works at the first-grade level for preventing and identifying specific learning disabilities (SLD) in reading and math. The purpose of this report is to help professionals and parents understand what RTI is, to explain how NRCLD’s findings are helping schools use RTI, and to answer questions often asked about how RTI can be used in the SLD...

• Online survey on instructional strategies for English language learners with disabilities

  1/1/06 - Deb Albus, Shyyan, V., Thurlow, M.

  The current study, an online survey about instructional strategies for ELLs with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain educators’ perspectives about instructional strategies for reading, mathematics, and science. This survey, in contrast to the previous study, included a broader range than only...

• Reducing the gap: Success for all and the achievement of African American students

  1/1/06 - Slavin, Robert E., Madden, Nancy A.

  Success for All is a comprehensive reform model that uses cooperative learning, tutoring, family support services, and extensive professional development to help high-poverty schools succeed with their students. This article reviews research on Success for All with African American students, focusing on evidence that Success for All reduces the achievement gap between African American and White students. More than 40 studies, including a national randomized experiment, have found positive...

• Reducing the Racial Achievement Gap: A Social-Psychological Intervention

  1/1/06 - Cohen, Geoffrey L., Garcia, Julio, Apfel, Nancy, Master, Allison

  Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could...

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  Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective

  1/2/09 - Anindita Sen, Stephanie Burns, David C. Miller

  The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers’ reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (a) waiting to see if...

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  The Core Components of RTI: A Closer Look at Evidence-based Core Curriculum, Assessment and Progress Monitoring, and Data-based Decision Making

  1/2/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin

  According to a statewide RTI survey of Indiana educators administered by CEEP in January of 2009, 85.2% of respondents indicated that their school is either conceptualizing their RTI framework or in the initial stage of implementation. Thus, the current report examines in greater depth the first three core components of the RTI framework to support schools in their implementation and understanding of: evidence-based core curriculum, instruction, intervention and extension; assessment and...

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  The Core Components of RTI: A Closer Look at Leadership, Parent Involvement, and Cultural Responsivity

  1/2/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin

  Response to Intervention (RTI) is a framework of service delivery for addressing the needs of all students (within both general and special education) by embedding best practice and differentiated, evidence-based instruction in the classroom, and using scientific, researchbased intervention (IDOE, 2009). Indiana’s Vision of Response to Intervention, the first Special Report in this three-part series issued by the Center for Evaluation & Education Policy (CEEP), introduced the RTI framework...

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  The Evaluation of Enhanced Academic Instruction in After-School Programs

  1/2/09 - Alison Rebeck Black , Marie-Andrée Somers , Fred Doolittle , Rebecca Unterman , Jean Baldwin Grossman

  The report, The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report, includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the after-school programming regularly offered. For each...

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  Using strategy instruction to help struggling high schoolers understand what they read (Issues & Answers Report, REL 2007-No. 038)

  1/5/09 - Apthorp, H., Clark, T.

  This review sought to locate and summarize findings from rigorous, scientifically based studies of the effectiveness of strategy instruction-teaching students to use and articulate strategies that foster active, competent, self-regulated, and intentional learning-for helping struggling high school students improve their reading comprehension. The goal was to address information needs in the Central Region by identifying evidence-based practices intended to help high school teachers teach...