Response to Intervention or Responsive Instruction? Challenges and Possibilities of Response to Intervention for Adolescent Literacy

Brozo, William G.

doi:10.1598/jaal.53.4.1

Cited by 45 publications

(32 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The need is even greater for middle-and high-school students as less research attention has been focused on assessments for these students (Brozo, 2009). WCPM is a common CBM used to assess reading skill; however, correlations between WCPM and standardized tests of reading achievement decrease as students' grade levels increase (Jenkins & Jewell, 1993).…”

Section: Discussionmentioning

confidence: 99%

“…Whereas elementary schools have a history of intervention programs for reading difficulty, this has not been the case at the middle-school and high-school levels. Because minimal research on reading assessments and interventions for middle-school and high-school students exists, many schools are proceeding with an RtI model without the appropriate tools needed to do so (Brozo, 2009). Thus, it is critical that researchers continue to provide evidence regarding the needed research-based interventions and assessments at the middle-and high-school levels.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Reading assessment methods for middle‐school students: An investigation of reading comprehension rate and Maze accurate response rate

Hale

Henning

Hawkins

et al. 2010

Psychology in the Schools

View full text Add to dashboard Cite

This study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock -Johnson III Tests of Achievement (WJ-III ACH) Broad Reading Cluster Score and words correct per minute (WCPM). Pearson Product Correlations and linear regression were used to investigate possible relationships between Maze comprehension level (accuracy), comprehension question level (accuracy), MARR, RCR, WCPM, and the Broad Reading Cluster Score of the WJ-III ACH. Participants were sixth-, seventh-, and eighth-grade students from a middle school located in the Southeastern United States. Significant correlations were found between each of the reading comprehension assessment variables (WCPM, MARR, RCR, Maze comprehension level, and comprehension question level) and the WJ-III ACH Broad Reading Cluster Score. MARR and RCR represented the strongest correlations when compared to the other variables. Results from a linear regression analysis indicated that RCR was the best predictor of the criterion variable (WJ-III). Implications for future research and applied practice are discussed. C 2010 Wiley Periodicals, Inc. Response-to-Intervention Model of Service Delivery

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Reading assessment methods for middle‐school students: An investigation of reading comprehension rate and Maze accurate response rate

Hale

Henning

Hawkins

et al. 2010

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Finally, the dynamic quality of applying greater levels of intensity where needed is critical in preventing school failure for all students; this should be accomplished by directly engaging students using evidence-based, targeted, and increasingly intensive interventions. Given the developmental differences of adolescents (as opposed to elementary students), these interventions must consider the importance of student engagement and self-efficacy research citing youth who see themselves as members of the learning community as most likely to succeed (Brozo, 2009; Conlon, Zimmer-Gembeck, Creed & Tucker, 2006; Rebora, 2010; Reed & Vaughn, 2010). In sum, secondary tiered interventions should continue to focus on academic skills, but also promote school engagement and relevant educational experiences to ensure dropout prevention, as well as preparation for college and careers.…”

Section: The Current Picture Of Educational Reformmentioning

confidence: 99%

Aligning Transition Services With Secondary Education Reform

Morningstar

Bassett

Kochhar-Bryant

et al. 2012

Career Development and Transition for Exceptional Individuals

View full text Add to dashboard Cite

Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices, however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of both general and special educators and critical home, school, and community stakeholders. In the Division on Career Development for Exceptional Individuals’ position paper, we discuss the evolution of transition in light of reform efforts in secondary education. We review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.

show abstract

“…If a student is not responding at the desired level to the Tier 2 intervention, the student may then be moved to Tier 3, which indicates the most intensive level of empirically supported intervention and progress monitoring. At this level, the intervention often occurs in a one‐to‐one context (Brozo, 2009).…”

Section: Response‐to‐intervention Model Of Service Deliverymentioning

confidence: 99%

Crush Stenting With Drug‐Eluting Stents: Relevance of Coronary Bifurcation Lesion Location on Angiographic and Clinical Outcomes

Chen

Zhang

et al. 2010

Clinical Cardiology

View full text Add to dashboard Cite

Background: Data on the relevance of the location of coronary bifurcation lesions treated by crush stenting with outcomes were limited. Hypothesis: We hypothesized that the location of the bifurcation lesion correlated with clinical outcome. Method: A total of 212 patients with 230 true bifurcation lesions treated by crush stenting with drug-eluting stents (DES) were assessed prospectively. Surveillance quantitative angiographies were indexed at 8 months after procedure. Primary endpoint was major adverse cardiac events (MACE), defined as cardiac death, myocardial infarction, and target lesion revascularization (TLR). Results: Patients in the distal right coronary artery (RCAd) group were characterized by higher proportions of prior myocardial infarction and very tortuous lesions. However, lesions in the RCAd group, compared to those of other groups, had the lowest late lumen loss, with resultant lowest incidence of MACE at a mean follow-up of 268 ± 35 days. Independent predictors of MACE included unsatisfied kissing (KUS; hazard ratio [HR]: 12.14, 95% confidence interval [CI]: 4.01-12.10, P = .001) and non-RCA lesion (HR: 20.69, 95% CI: 5.05-22.38, P = .001), while those of TLR were KUS (HR: 10.21, 95% CI: 0.01-0.34, P = .002), bifurcation angle (HR: 4.728, 95% CI: 2.541-4.109, P = .001), and non-RCA lesion (HR: 16.05, 95%CI: 1.01-4.83, P = .001). Conclusions: Classical crush stenting with drug-eluting stents is associated with significantly better outcomes in RCAd. Quality of kissing inflation is mandatory to improve outcome.

show abstract

Response to Intervention or Responsive Instruction? Challenges and Possibilities of Response to Intervention for Adolescent Literacy

Cited by 45 publications

References 22 publications

Reading assessment methods for middle‐school students: An investigation of reading comprehension rate and Maze accurate response rate

Reading assessment methods for middle‐school students: An investigation of reading comprehension rate and Maze accurate response rate

Aligning Transition Services With Secondary Education Reform

Crush Stenting With Drug‐Eluting Stents: Relevance of Coronary Bifurcation Lesion Location on Angiographic and Clinical Outcomes

Contact Info

Product

Resources

About