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This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours). Consider completing parts one and two before beginning this resource.

Topic: Evidence-based, Interventions

Project ELLIPSES, Project LEE, & Project ELITE

In this second brief in the series, three model demonstration projects describe their work implementing multitiered instructional models for English learners with and without disabilities in grades 3 to 5 and introduce key issues to consider.

Topic: English Learners, Evidence-based, Interventions

National Center for Systemic Improvement

In this video, Drs. Naomi Rahn and Sharon Vaughn discuss evidence-based practices to improve language and literacy outcomes for children.

Topic: Interventions, Language Development, Beginning Reading

Reading Rockets

Watch an interview with Dr. Marcia Invernizzi about characteristics of high-quality tutoring experiences and tutors, and what to do if you child is not making progress.

Topic: Interventions

Doing What Works

Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies.

Topic: General Literacy, Professional Development, Interventions

The Center on Instruction

The report summarizes relevant high-quality research studies and synthesizes their findings to determine the relative effectiveness of interventions for struggling early readers. It also outlines the implications of these findings for practice.

Topic: Interventions

National Center on Intensive Intervention

Use these tools to implement RTI with fidelity.

Topic: Evidence-based, Interventions

National Center for Systemic Improvement

This video is part of suite of products to support state staff and local providers in understanding evidence-based decision-making.

Topic: Beginning Reading, General Literacy, Interventions

Doing What Works

Morgan Hallabrin describes the approach of her intervention class, including modeling comprehension, vocabulary strategies, and student goal-setting. View two related sample materials, ACCESS Class Weekly Record and Program Overview and ACCESS Class Vocabulary Chart.

Topic: Interventions, Reading Disabilities, Comprehension

Doing What Works

Hear Judith Hamilton explain how one high school uses a schoolwide, data-driven process to identify reading needs and plan tiered classroom and supplemental interventions, and the role of reading specialists in this process.

Topic: Interventions, Reading Disabilities, Dyslexia