Tier 3 Interventions for Students With Significant Reading Problems
Bibliographic Data
| ID | 4925565 |
|---|---|
| Authors | Jeanne Wanzek (0000-0002-5789-1882, Florida State University), Rachel E Donegan (0000-0001-7310-7667, Florida Center for Reading Research at Florida State University), Sharon Vaughn (0000-0001-8305-5549, University of Texas) |
| Year | 2010 |
| Volume | 49 |
| Issue | 4 |
| Pages | 305-314 |
| Publication date | 2010-10-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2010.510759 |
| OpenAlex | W2027316490 |
| Language | EN |
| Citations received | 2 |
| References cited | 31 |
This article provides an overview of research on intensive reading interventions to inform Tier 3 instruction for students with reading disabilities. Tier 3 interventions are typically provided to those students who demonstrate inadequate progress after receiving less intensive Tier 2 interventions. A conceptual overview of Tier 3 interventions within a Response to Intervention model is provided, along with a review of research on effectiveness of instructional practices for students with significant reading difficulties. Notes Note. *More than 50% of participants in 4th–5th grade or 9–11 yrs. old. T/C = Treatment and Comparison; RD = reading disabilities; T = Treatment; C = Comparison; LD = Learning Disability; SR = struggling readers; SLI = speech/language impaired; LI = language impaired
Developmental psychology · Intervention (counseling · Learning disability · Linguistics · Mathematics education · Medical education · Pedagogy · Psychological intervention · Reading (process · Response to Intervention · Special education · Tier 2 network · Cognitive and developmental aspects of mathematical skills · Computer Science · Language Development and Disorders · Medicine · Psychology · Reading and Literacy Development
Preventing reading failure in young children with phonological processing disabilities
Learning to read and write
Intensive Remedial Instruction for Children with Severe Reading Disabilities
An Assessment of Early Steps
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2021 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |