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Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students. 二级补充阅读干预对有风险的四年级学生的影响。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2012-01-01 Epub Date: 2012-02-13 DOI: 10.1177/001440291207800304
Kristen D Ritchey, Rebecca D Silverman, Elizabeth A Montanaro, Deborah L Speece, Christopher Schatschneider
{"title":"Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students.","authors":"Kristen D Ritchey,&nbsp;Rebecca D Silverman,&nbsp;Elizabeth A Montanaro,&nbsp;Deborah L Speece,&nbsp;Christopher Schatschneider","doi":"10.1177/001440291207800304","DOIUrl":"https://doi.org/10.1177/001440291207800304","url":null,"abstract":"<p><p>This study investigated a Tier 2 intervention in the context of a Response to Intervention (RTI) model for 123 fourth grade students who were identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24 session multi-component supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on comprehension strategy knowledge and use and science knowledge, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"78 3","pages":"318-334"},"PeriodicalIF":2.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440291207800304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30680410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 47
Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities. 个性化与标准化干预对中学生阅读障碍的影响。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2011-05-01 DOI: 10.1177/001440291107700401
Sharon Vaughn, Jade Wexler, Greg Roberts, Amy A Barth, Paul T Cirino, Melissa A Romain, David Francis, Jack Fletcher, Carolyn A Denton
{"title":"Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities.","authors":"Sharon Vaughn,&nbsp;Jade Wexler,&nbsp;Greg Roberts,&nbsp;Amy A Barth,&nbsp;Paul T Cirino,&nbsp;Melissa A Romain,&nbsp;David Francis,&nbsp;Jack Fletcher,&nbsp;Carolyn A Denton","doi":"10.1177/001440291107700401","DOIUrl":"https://doi.org/10.1177/001440291107700401","url":null,"abstract":"<p><p>This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students from the previous year who received an intervention and did not meet exit criteria. The researchers assigned them to one of two treatments: standardized (n = 69) or individualized (n = 71) for 50 min a day, in group sizes of 5, for the entire school year. Comparison students received no researcher-provided intervention (n = 42). The researchers used multigroup modeling with nested comparisons to evaluate the statistical significance of Time 3 estimates. Students in both treatments outperformed the comparison students on assessments of decoding, fluency, and comprehension. Intervention type did not moderate the pattern of effects, although students in the standardized treatment had a small advantage over individualized students on word attack. This study provides a framework from which to refine further interventions for older students with reading disabilities.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"77 4","pages":"391-407"},"PeriodicalIF":2.8,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440291107700401","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31026588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 92
Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction. 从幼儿园对一级教学的反应预测一年级阅读表现。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2011-01-01 DOI: 10.1177/001440291107700405
Stephanie Al Otaiba, Jessica S Folsom, Christopher Schatschneider, Jeanne Wanzek, Luana Greulich, Jane Meadows, Zhi Li, Carol M Connor
{"title":"Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.","authors":"Stephanie Al Otaiba,&nbsp;Jessica S Folsom,&nbsp;Christopher Schatschneider,&nbsp;Jeanne Wanzek,&nbsp;Luana Greulich,&nbsp;Jane Meadows,&nbsp;Zhi Li,&nbsp;Carol M Connor","doi":"10.1177/001440291107700405","DOIUrl":"https://doi.org/10.1177/001440291107700405","url":null,"abstract":"<p><p>Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"77 4","pages":"453-470"},"PeriodicalIF":2.8,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440291107700405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30091319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 59
Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities. 阅读干预对学习障碍中学生的效果观察。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2011-01-01 DOI: 10.1177/001440291107800105
Jeanne Wanzek, Sharon Vaughn, Greg Roberts, Jack M Fletcher
{"title":"Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities.","authors":"Jeanne Wanzek,&nbsp;Sharon Vaughn,&nbsp;Greg Roberts,&nbsp;Jack M Fletcher","doi":"10.1177/001440291107800105","DOIUrl":"https://doi.org/10.1177/001440291107800105","url":null,"abstract":"<p><p>This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"78 1","pages":"73-87"},"PeriodicalIF":2.8,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440291107800105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30558906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 48
A Framework for Remediating Number Combination Deficits. 修复数字组合缺陷的框架。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2010-01-01 DOI: 10.1177/001440291007600201
Lynn S Fuchs, Sarah R Powell, Pamela M Seethaler, Douglas Fuchs, Carol L Hamlett, Paul T Cirino, Jack M Fletcher
{"title":"A Framework for Remediating Number Combination Deficits.","authors":"Lynn S Fuchs,&nbsp;Sarah R Powell,&nbsp;Pamela M Seethaler,&nbsp;Douglas Fuchs,&nbsp;Carol L Hamlett,&nbsp;Paul T Cirino,&nbsp;Jack M Fletcher","doi":"10.1177/001440291007600201","DOIUrl":"https://doi.org/10.1177/001440291007600201","url":null,"abstract":"<p><p>This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3 intervention approaches hypothesized to be most productive for a student uses a validated protocol while monitoring student response. The more intensive stage, which is reserved for nonresponders, involves integrating the 3 intervention approaches within a skills-based diagnostic-prescriptive scheme for individualizing intervention.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"76 2","pages":"135-165"},"PeriodicalIF":2.8,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440291007600201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30046068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 47
IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation. 智商与阅读教学的反应关系不大：Meta-Analytic Interpretation.
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2009-10-01 DOI: 10.1177/001440290907600102
Karla K Stuebing, Amy E Barth, Peter J Molfese, Brandon Weiss, Jack M Fletcher
{"title":"IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.","authors":"Karla K Stuebing, Amy E Barth, Peter J Molfese, Brandon Weiss, Jack M Fletcher","doi":"10.1177/001440290907600102","DOIUrl":"10.1177/001440290907600102","url":null,"abstract":"<p><p>A meta-analysis of 22 studies evaluating the relation of different assessments of IQ and intervention response did not support the hypothesis that IQ is an important predictor of response to instruction. We found an R(2) of .03 in models with IQ and the autoregressor as predictors and a unique lower estimated R(2) of .006 and a higher estimated R(2) of .013 in models with IQ, the autoregressor, and additional covariates as predictors. There was no evidence that these aggregated effect sizes were moderated by variables such as the type of IQ measure, outcome, age, or intervention. In simulations of the capacity of variables with effect sizes of .03 and .001 for predicting response to intervention, we found little evidence of practical significance.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"76 1","pages":"31-51"},"PeriodicalIF":2.8,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2836021/pdf/nihms152885.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28771708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties. 预防性辅导对三年级数学阅读困难学生数学解题的影响。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2008-01-01 DOI: 10.1177/001440290807400202
Lynn S Fuchs, Pamela M Seethaler, Sarah R Powell, Douglas Fuchs, Carol L Hamlett, Jack M Fletcher
{"title":"Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.","authors":"Lynn S Fuchs,&nbsp;Pamela M Seethaler,&nbsp;Sarah R Powell,&nbsp;Douglas Fuchs,&nbsp;Carol L Hamlett,&nbsp;Jack M Fletcher","doi":"10.1177/001440290807400202","DOIUrl":"https://doi.org/10.1177/001440290807400202","url":null,"abstract":"<p><p>This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"74 2","pages":"155-173"},"PeriodicalIF":2.8,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440290807400202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28758659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 186
Factors influencing the social status of children with mild academic disabilities in regular classrooms. 影响普通课堂轻度学业障碍儿童社会地位的因素。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900303
C Roberts, S Zubrick
{"title":"Factors influencing the social status of children with mild academic disabilities in regular classrooms.","authors":"C Roberts,&nbsp;S Zubrick","doi":"10.1177/001440299305900303","DOIUrl":"https://doi.org/10.1177/001440299305900303","url":null,"abstract":"<p><p>This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"192-202"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 81
Group evaluation: a collaborative, peer-mediated behavior management system. 群体评价:一个协作的、同伴介导的行为管理系统。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900304
S J Salend, C R Whittaker, E Reeder
{"title":"Group evaluation: a collaborative, peer-mediated behavior management system.","authors":"S J Salend,&nbsp;C R Whittaker,&nbsp;E Reeder","doi":"10.1177/001440299305900304","DOIUrl":"https://doi.org/10.1177/001440299305900304","url":null,"abstract":"<p><p>The efficacy of a consensus based group-evaluation system was examined using a reversal design. Two groups of students with disabilities served as subjects. The group-evaluation system involved: (a) dividing the groups into teams; (b) having each team agree on a common rating for the group's behavior during a specified time period; (c) comparing each team's rating to the teacher's rating; and (d) delivering reinforcement to each team based on the group's behavior and the team's accuracy in rating the group's behavior. Results indicated that the group-evaluation system was an effective strategy for modifying classroom behavior.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"203-9"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 16
Adult adjustment among high school graduates with mild disabilities. 轻度残疾高中毕业生的成人适应。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900306
P L Sitlington, A R Frank, R Carson
{"title":"Adult adjustment among high school graduates with mild disabilities.","authors":"P L Sitlington,&nbsp;A R Frank,&nbsp;R Carson","doi":"10.1177/001440299305900306","DOIUrl":"https://doi.org/10.1177/001440299305900306","url":null,"abstract":"<p><p>This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall \"successful\" adult adjustment. Data are compared across disability groups and across gender, where relevant.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"221-33"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 109
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