Topic: Interventions
Definition
Additional small group or individualized instruction that is tailored to children's needs so they can make progress and be on track to meet grade level learning goals.
Response to Intervention (RTI) has been promoted as a valid method for identifying learning disabilities, but questions remain about how it should be used. This study examined how individual student differences predicted response to a reading comprehension intervention using different measures as well as different definitions of “response.”
This presentation by Dr. Nancy J. Nelson, NCIL Deputy Director, provides information on key issues for learning recovery following the COVID-19 pandemic.
Students with intellectual disabilities can obtain higher levels of reading achievement. However, deficits in working memory can make learning early reading skills more difficult. Consider these research-based tips as you plan literacy instruction for these students.
The Literacy For All Series
This Keynote session with Sarah Sayko will describe the resources NCIL can provide to schools and parents and the evidence base that supports screening, instruction, and intervention to increase literacy achievement for students who struggle to read and students with dyslexia.
The Literacy For All Series
This session will share evidence-based reading practices that can be used in response to screening to address students who show risks for reading difficulties or dyslexia.
This Educator’s Toolbox, developed in Partnership with The Reading League Journal, provides a framework for increasing the intensity of reading instruction and intervention for students who are not making desired progress toward their goals.
Interventions Resources
In this expert interview, Dr. Dimino describes intensive Tier 3 interventions and discusses the importance of considering how to group students, pace lessons, and provide error correction and student practice.
Topic: Interventions
This webpage describes how to use data in an RTI framework.
Topic: Interventions
This meta-analysis offers decision-makers research-based guidance for intervening with adolescent struggling readers.
Topic: Dyslexia, Interventions, Reading Disabilities, Adolescent Literacy
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliteracy.org
