Exceptional Children最新文献_第8页

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners. 多层支持系统对风险学习者计算、字题和代数前表现的影响。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2015-07-01 DOI: 10.1177/0014402914563702

Sarah R Powell, Lynn S Fuchs, Paul T Cirino, Douglas Fuchs, Donald L Compton, Paul C Changas

引用次数: 45

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. 等待1级还是立即干预:一项检查阅读一年级干预反应(RTI)的随机实验。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2014-10-01 DOI: 10.1177/0014402914532234

Stephanie Al Otaiba, Carol M Connor, Jessica S Folsom, Jeanne Wanzek, Luana Greulich, Christopher Schatschneider, Richard K Wagner

{"title":"To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.","authors":"Stephanie Al Otaiba, Carol M Connor, Jessica S Folsom, Jeanne Wanzek, Luana Greulich, Christopher Schatschneider, Richard K Wagner","doi":"10.1177/0014402914532234","DOIUrl":"https://doi.org/10.1177/0014402914532234","url":null,"abstract":"This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models - Typical RTI and Dynamic RTI - and included 34 first-grade classrooms (n = 522 students) across 10 socio-economically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, and passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis using multi-level modeling indicated an overall effect favoring the Dynamic RTI condition (d = .36); growth curve analyses demonstrated that students in Dynamic RTI showed an immediate score advantage, and effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the Dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performance than students in the Typical condition. Implications for RTI implementation practice and for future research are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"81 1","pages":"11-27"},"PeriodicalIF":2.8,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402914532234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32925274","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: 108

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities. 情绪障碍或学习障碍儿童口语阅读流畅性的发展。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2013-01-01 DOI: 10.1177/001440291408000204

Jeanne Wanzek, Stephanie Al Otaiba, Yaacov Petscher

引用次数: 42

Smart RTI: A Next-Generation Approach to Multilevel Prevention. 智能 RTI：多层次预防的新一代方法。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2012-01-01 DOI: 10.1177/001440291207800301

Douglas Fuchs, Lynn S Fuchs, Donald L Compton

引用次数: 0

Using Word Identification Fluency to Monitor First-Grade Reading Development. 利用单词识别流畅性监测一年级阅读发展。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2012-01-01 DOI: 10.1177/001440291207800204

Rebecca O Zumeta, Donald L Compton, Lynn S Fuchs

引用次数: 0

Impact of the Self-Determined Learning Model of Instruction on Self-Determination: A Randomized-Trial Control Group Study. 自主学习教学模式对自我决定的影响:一项随机试验对照组研究。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2012-01-01 DOI: 10.1177/001440291207800201

Michael L Wehmeyer, Karrie A Shogren, Susan B Palmer, Kendra L Williams-Diehm, Todd Little, Aaron Boulton

引用次数: 204

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

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 2.2 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, Jade Wexler, Greg Roberts, Amy A Barth, Paul T Cirino, Melissa A Romain, David Francis, Jack Fletcher, Carolyn A Denton","doi":"10.1177/001440291107700401","DOIUrl":"10.1177/001440291107700401","url":null,"abstract":"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.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"77 4","pages":"391-407"},"PeriodicalIF":2.2,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3485696/pdf/nihms323541.pdf","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: 0

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 2.2 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, Jessica S Folsom, Christopher Schatschneider, Jeanne Wanzek, Luana Greulich, Jane Meadows, Zhi Li, Carol M Connor","doi":"10.1177/001440291107700405","DOIUrl":"10.1177/001440291107700405","url":null,"abstract":"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.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"77 4","pages":"453-470"},"PeriodicalIF":2.2,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3156651/pdf/nihms249043.pdf","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: 0

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 2.2 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

引用次数: 0