Literature DB >> 21072127

WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES.

Sharon Vaughn1, Carolyn A Denton, Jack M Fletcher.   

Abstract

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities.

Entities:  

Year:  2010        PMID： 21072127      PMCID： PMC2975106          DOI： 10.1002/pits.20481

Source DB:  PubMed          Journal:  Psychol Sch        ISSN： 0033-3085


  9 in total

1.  Brain mechanisms for reading words and pseudowords: an integrated approach.

Authors:  Panagiotis G Simos; Joshua I Breier; Jack M Fletcher; Barbara R Foorman; Eduardo M Castillo; Andrew C Papanicolaou
Journal:  Cereb Cortex       Date:  2002-03       Impact factor: 5.357

2.  The relative effects of group size on reading progress of older students with reading difficulties.

Authors:  Sharon Vaughn; Jeanne Wanzek; Jade Wexler; Amy Barth; Paul T Cirino; Jack Fletcher; Melissa Romain; Carolyn A Denton; Greg Roberts; David Francis
Journal:  Read Writ       Date:  2010

Review 3.  Differentiating between difficult-to-remediate and readily remediated poor readers: more evidence against the IQ-achievement discrepancy definition of reading disability.

Authors:  F R Vellutino; D M Scanlon; G R Lyon
Journal:  J Learn Disabil       Date:  2000 May-Jun

4.  The effects of varying group size on the reading recovery approach to preventive early intervention.

Authors:  Sandra Iversen; William E Tunmer; James W Chapman
Journal:  J Learn Disabil       Date:  2005 Sep-Oct

5.  An evaluation of intensive intervention for students with persistent reading difficulties.

Authors:  Carolyn A Denton; Jack M Fletcher; Jason L Anthony; David J Francis
Journal:  J Learn Disabil       Date:  2006 Sep-Oct

6.  Response to varying amounts of time in reading intervention for students with low response to intervention.

Authors:  Jeanne Wanzek; Sharon Vaughn
Journal:  J Learn Disabil       Date:  2008 Mar-Apr

7.  Implementation of response to intervention: a snapshot of progress.

Authors:  Sheri Berkeley; William N Bender; Lindsay Gregg Peaster; Lauren Saunders
Journal:  J Learn Disabil       Date:  2009 Jan-Feb

8.  Response to Intervention with Older Students with Reading Difficulties.

Authors:  Sharon Vaughn; Jack M Fletcher; David J Francis; Carolyn A Denton; Jeanne Wanzek; Jade Wexler; Paul T Cirino; Amy E Barth; Melissa A Romain
Journal:  Learn Individ Differ       Date:  2008

9.  Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

Authors:  J K Torgesen; A W Alexander; R K Wagner; C A Rashotte; K K Voeller; T Conway
Journal:  J Learn Disabil       Date:  2001 Jan-Feb
  9 in total
  15 in total

1.  Long Term Effects of First Grade Multi-Tier Intervention.

Authors:  Stephanie Al Otaiba; Young-Suk Kim; Jeanne Wanzek; Yaacov Petscher; Richard K Wagner
Journal:  J Res Educ Eff       Date:  2014

2.  Reading skill components and impairments in middle school struggling readers.

Authors:  Paul T Cirino; Melissa A Romain; Amy E Barth; Tammy D Tolar; Jack M Fletcher; Sharon Vaughn
Journal:  Read Writ       Date:  2013-08

3.  Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.

Authors:  Leanne Tamm; Carolyn A Denton; Jeffery N Epstein; Christopher Schatschneider; Heather Taylor; L Eugene Arnold; Oscar Bukstein; Julia Anixt; Anson Koshy; Nicholas C Newman; Jan Maltinsky; Patricia Brinson; Richard E A Loren; Mary R Prasad; Linda Ewing-Cobbs; Aaron Vaughn
Journal:  J Consult Clin Psychol       Date:  2017-03-23

4.  An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention.

Authors:  Carolyn A Denton; Paul T Cirino; Amy E Barth; Melissa Romain; Sharon Vaughn; Jade Wexler; David J Francis; Jack M Fletcher
Journal:  J Res Educ Eff       Date:  2011-01-01

5.  To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.

Authors:  Stephanie Al Otaiba; Carol M Connor; Jessica S Folsom; Jeanne Wanzek; Luana Greulich; Christopher Schatschneider; Richard K Wagner
Journal:  Except Child       Date:  2014-10-01

6.  Introduction to Special Topic: Serving Children with Disabilities Within Multitiered Systems of Support.

Authors:  Brett Miller; Katherine Taylor; Ruth Ryder
Journal:  AERA Open       Date:  2019-05-29

7.  Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention.

Authors:  Eunsoo Cho; Donald L Compton; Douglas Fuchs; Lynn S Fuchs; Bobette Bouton
Journal:  J Learn Disabil       Date:  2012-12-04

8.  Current Evidence on the Effects of Intensive Early Reading Interventions.

Authors:  Jeanne Wanzek; Elizabeth A Stevens; Kelly J Williams; Nancy Scammacca; Sharon Vaughn; Katherine Sargent
Journal:  J Learn Disabil       Date:  2018-05-21

9.  Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.

Authors:  Carolyn A Denton; Tammy D Tolar; Jack M Fletcher; Amy E Barth; Sharon Vaughn; David J Francis
Journal:  J Educ Psychol       Date:  2013-08

10.  Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.

Authors:  Jeanne Wanzek; Greg Roberts; Stephanie Al Otaiba
Journal:  Read Writ       Date:  2014-01-01
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