Assisting students struggling with reading : response to intervention and multi-tier intervention in the primary grades / panel, Russell Gersten [and others].

Format:

Book

Government document

Contributor:

Gersten, Russell Monroe, 1947-

What Works Clearinghouse (Institute of Education Sciences)

National Center for Education Evaluation and Regional Assistance (U.S.)

Series:

IES practice guide

Language:

English

Subjects (All):

Reading disability--United States.

Reading disability.

Reading (Primary)--United States.

Reading (Primary).

Reading (Primary)--Research--United States.

Reading (Primary)--Research.

United States.

Physical Description:

1 online resource (iv, 54 pages).

Place of Publication:

[Washington, D.C.] : U.S. Dept. of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, [2009]

Summary:

Institute of Education Sciences (IES) practice guide from the What Works Clearinghouse. Goal of guide is to formulate specific and coherent evidence-based recommendations for use in reducing the number of children who fail to learn how to read proficiently. Guide covers the use of "response to intervention" as a means of both preventing reading difficulty and identifying students who need more help.

Contents:

Introduction

The What Works Clearinghouse standards and their relevance to this guide

Overview

Scope of the guide

Checklist for carrying out the recommendations

Recommendation 1. Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regularly monitor the progress of students who are at elevated risk for developing reading disabilities.

Recommendation 2. Provide differentiated reading instruction for all students based on assessments of students' current reading levels (tier1).

Recommendation 3. Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening. Typically these groups meet between three and five times a week for 2-40 minutes (tier2).

Recommendation 4. Monitor the progress of tier 2 students at least once a month. Use these data to determine whether students still require intervention. For those still making insufficient progress, school-wide teams should design a tier 3 intervention plan. Recommendation 5. Provide intensive instruction daily that promotes the development of various components of reading proficiency to students who show minimal progress after a reasonable time in tier 2 small group instruction (tier3).

Appendix A. Postscript from the Institute of Education Sciences

Appendix B. About the authors

Appendix C. Disclosure of potential conflicts of interest

Appendix D. Technical information on the studies

List of Tables

Table 1. Institute of Education Sciences levels of evidence for practice guides

Table 2. Recommendations and corresponding levels of evidence

Table 3. Recommended target areas for early screening and progress monitoring

Table 4. Foundational reading skills in grades K-2

Table 5. Progress monitoring measures in grades K-2

Table D1. Studies of tier 2 interventions in grades K-2 reading that met What Works Clearinghouse standards.

Notes:

Title from title screen (viewed on Mar. 14, 2009).

At head of title: What Works Clearinghouse.

"February 2009."

Includes bibliographical references (pages 50-54).

"NCEE 2009-4045."

"This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract ED-07-CO-0062 by the What Works Clearinghouse, which is operated by Mathematica Policy Research, Inc."

Other Format:

Print version: Assisting students struggling with reading

OCLC:

316227061