Layers of Reading Intervention in Kindergarten Through Third Grade

O’Connor, Rollanda E.; Fulmer, Deborah; Harty, Kristin R.; Bell, Kathy

doi:10.1177/00222194050380050701

Cited by 99 publications

(119 citation statements)

References 39 publications

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“…However, students with disabilities are a subgroup whose performance has historically been observed to be significantly discrepant from peers. Given the effects of early intervention to improve educational outcomes (Denton and Mathes 2003;O'Connor et al 2005;Simmons et al 2008) and the need for students to be identified early in order to maximally benefit from intervention (Cavanaugh et al 2004;Vellutino et al 2006), it is clear that universal screening practices are essential for identifying students with LD early.…”

Section: Universal Screeningmentioning

confidence: 99%

Learning Disabilities/Special Education

Hosp

Huddle

Ford

et al. 2015

Handbook of Response to Intervention

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Special education has a long tradition of valuing a continuum of placements and services to meet individual students' needs (Deno 1970). The alignment with response to intervention (RTI) and the provision of evidence-based intervention is strong. In this chapter, we discuss the research base and characteristics of RTI as they relate to students with learning disabilities (LD) and special education services in general. We discuss RTI as both a system of educational service delivery as well as a method for determining eligibility for special education services as a student with LD. Both definitions and approaches are important to examining the intersection of RTI and special education and there is a good amount of overlap.The authors begin this chapter with definitions of some of the key terms that are important to the treatment of the topic throughout the rest of the chapter. Next, the research base in relation to some key components of RTI and how they link to the needs of students with LD and the provision of special education services are presented. These include (a) eligibility and exit determinations, (b) tiered delivery of services, (c) evidencebased practices (EBPs), (d) universal screening, and (e) progress monitoring. Finally, some directions for future research in this area that are derived from prior research and gaps therein as well as implications of the current research base for the implementation of RTI are provided. Definitions• Aptitude-achievement discrepancy: A method for identifying students with LD. It includes comparing a student's performance on a standardized, norm-referenced achievement test to a test of cognitive ability. A student is determined to have a LD if his/her achievement score is less than would be predicted given his/her cognitive ability. The RTI framework can be used as an alternative method for identifying students with LD.• Child Find: A federal mandate that requires school districts to locate, identify, and evaluate children with disabilities, from birth to age 21, to ensure provision of a free and appropriate public education through special education and/or related services.• Curriculum-based measurement (CBM): A measurement system which uses instruments and metrics highly associated with the curriculum a student is expected to learn. Thus, little inference is required regarding the determination of students' skill level.• Evidence-based practices (EBPs): Instructional practices that are supported by high-

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Section: Universal Screeningmentioning

confidence: 99%

Learning Disabilities/Special Education

Hosp

Huddle

Ford

et al. 2015

Handbook of Response to Intervention

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“…It is important for teachers to receive adequate training so they are able to replicate research conditions. This training should include proper pronunciation of sounds in isolation and how to model blending and segmenting clearly and correctly (O'Connor, Fulmer, Harty, & Bell, 2005 ). Techniques commonly used by researchers include stretching continuous sounds when modeling how to blend, following a model-lead-test procedure during activities, and providing differentiated instruction.…”

Section: Components Of Phonological Awareness Interventionmentioning

confidence: 99%

Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

et al. 2016

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The purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading disabilities, or who are at-risk for future reading problems. First, we describe our theoretical framework. Second, we describe existing assessments for screening, progress monitoring, intervention design. Third, we describe four evidence-based intervention programs that range from Tier 1 to more intensive interventions and we provide links to websites that review additional interventions. Finally, we conclude with directions for future research related to phonemic awareness instruction and intervention for students with language impairments or reading disabilities. Keywords Early literacy • Teacher training • Phonemic awarenessThe purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading disabilities, or who are at-risk for future reading problems. First, we describe our theoretical framework regarding how phonemic awareness is a foundational skill for reading and writing. Second, we describe existing assessments that can help teachers screen students to determine risk and then to monitor progress and guide interventions within multi-tier systems of supports or

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“…However, relying on predictions made within 1-2 years of responsivenessgroup formation fails to address group instability, which primarily occurs during 1 st and 2 nd grade (O'Connor, Fulmer, Harty, & Bell, 2005;Simmons et al, 2008). Furthermore, RtI responsiveness indicators collected in 1 st and 2 nd grade and used to predict RD in these same grades may not help to identify those students who perform well on early RtI assessments, but…”

Section: Intervention Responsiveness As An Indicator Of Continued Riskmentioning

confidence: 99%

Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade

Beach

O’Connor

2013

J Learn Disabil

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We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD were analyzed using logistic regression; isolated measure/criteria combinations for predicting RD were analyzed using classification analysis. Models yielded superior classification rates compared to single measure approaches and did not systematically misclassify English learners. However, particular first and second grade measure/criteria combinations also showed promise as isolated predictors of RD in word reading/text fluency. Model-based approaches were required for acceptable classification of students with RD in comprehension. Although the former finding is promising for early identification of students in need of more intensive instruction in lexical or fluency-based skills, the latter finding reaffirms literature attesting to the complexity of RD in comprehension and difficulty of predicting deficits using early measures of reading, which primarily assess word reading skill. Results replicated well with an independent sample, thus enhancing confidence in study conclusions. Implications regarding the use of RtI for predicting RD are discussed.

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Layers of Reading Intervention in Kindergarten Through Third Grade

Cited by 99 publications

References 39 publications

Learning Disabilities/Special Education

Learning Disabilities/Special Education

Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade

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