An Exploratory Study in Self-Reported School-Wide Response to Intervention Reading Practices

Autor/inn/en	Weston, Juliette R.; Curran, Christina M.; Majsterek, David J.; Prigge, Debra J.
Titel	An Exploratory Study in Self-Reported School-Wide Response to Intervention Reading Practices
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 16 (2010) 3, S.125-132 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Intervention; Elementary Schools; Early Reading; Resource Allocation; Models; Response to Intervention; Surveys; Pilot Projects; Evaluation; Regular and Special Education Relationship; Washington + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Frühlesen; Ressourcenallokation; Analogiemodell; Survey; Umfrage; Befragung; Pilot project; Modellversuch; Pilotprojekt; Evaluierung
Abstract	This article describes outcomes of a self-report study on first-year steps that selected elementary schools in Washington State took in implementing early reading Response to Intervention (RTI) pilot models. Surveys sent to pilot schools requested information on RTI implementation pertaining to curricula, assessments, funding, resource allocation, school-wide reading goals, leadership, and staffing. Results from 27 elementary schools indicate a range of instructional, assessment, and staff-related strategies. Limitations and implications for early reading RTI best practices are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10