Summary of Recommendation 2 from the WWC Practice Guide "Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Reading in the Primary Grades"

Institution	Nebraska Department of Education; Regional Educational Laboratory Central (ED)
Titel	Summary of Recommendation 2 from the WWC Practice Guide "Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Reading in the Primary Grades"
Quelle	(2019), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Reading Difficulties; Elementary School Students; Reading Instruction; Individualized Instruction; Response to Intervention; Data Use; Decision Making; Teacher Education; Elementary School Teachers; Primary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Reading difficulty; Leseschwierigkeit; Leseunterricht; Individualisierender Unterricht; Decision-making; Entscheidungsfindung; Lehrerausbildung; Lehrerbildung; Elementary school; Grundschule; Volksschule; Lehrer; Primarbereich
Abstract	The practice guide, "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades," offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the second of the five recommendations: "Provide differentiated reading instruction for all students based on assessments of students' current reading levels (tier 1)." Tier 1 instruction is generally defined as reading instruction provided to all students in a class. Although there is little evidence-based research to guide effective tier 1 implementation, it is recommended that reading instruction be differentiated, using small groups, centers, or independent work time to target different areas of literacy development with different students. Frequent assessment and data-driven decision-making should guide the differentiated instruction. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045," see ED504264.] (ERIC).
Anmerkungen	Nebraska Department of Education. P.O. Box 94987, 301 Centennial Mall South, Lincoln, NE 68509. Tel: 402-471-2295; Web site: http://www.education.ne.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01