Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Study Of The Sustained Effects Of Reading Recovery In Iowa, Salli Forbes, Mike Szymczuk
Study Of The Sustained Effects Of Reading Recovery In Iowa, Salli Forbes, Mike Szymczuk
Curriculum & Instruction Faculty Publications
Each year 20% or more of students entering first-grade will have severe difficulty learning to read (Clay, 1993; Shaywitz, 2003). Longitudinal research suggests that children who are the lowest achievers in first grade will continue to be the lowest achievers throughout the elementary grades (Juel, 1988). Early intervention with high-quality one-to-one instruction is critical to change the course of learning failure for the lowest-performing children (Clay, 1993; Vellutino et al., 1996). In the United States, a larger percentage of the lowest-achieving children in first grade accelerate their learning and reach grade-level performance in reading and writing with Reading Recovery intervention.
Reading Recovery: A Major Component Of Many Rti Models, Salli Forbes, Beth Swenson, Tonya Person
Reading Recovery: A Major Component Of Many Rti Models, Salli Forbes, Beth Swenson, Tonya Person
Curriculum & Instruction Faculty Publications
The response to intervention (RTI) initiative is contained in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). The purpose of RTI is to provide struggling readers with expert intervening instruction so that these students will not need special education placement and services. The 2004 IDEA reauthorization allows local school districts to allocate up to 15% of their funding targeted for students with disabilities to be used for general education interventions. The goal of this initiative is to significantly reduce the numbers of struggling readers who are identified as students with disabilities.