Document Detail


Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties.
MedLine Citation:
PMID:  22942555     Owner:  NLM     Status:  Publisher    
Abstract/OtherAbstract:
The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.
Authors:
Jeanne Wanzek; Christie Cavanaugh
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Publication Detail:
Type:  JOURNAL ARTICLE     Date:  2010-10-7
Journal Detail:
Title:  Remedial and special education : RASE     Volume:  33     ISSN:  1538-4756     ISO Abbreviation:  Remedial Spec Educ     Publication Date:  2012 5 
Date Detail:
Created Date:  2012-9-3     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  8411394     Medline TA:  Remedial Spec Educ     Country:  -    
Other Details:
Languages:  ENG     Pagination:  192-202     Citation Subset:  -    
Affiliation:
Florida Center for Reading Research and School of Teacher Education, Florida State University.
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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