Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties

Autor/inn/en	Wanzek, Jeanne; Cavanaugh, Christie
Titel	Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties
Quelle	In: Remedial and Special Education, 33 (2012) 3, S.192-202 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510383162
Schlagwörter	Reading Difficulties; Intervention; General Education; Program Implementation; Response to Intervention; Supplementary Education; Incidence; Time Factors (Learning); Elementary School Teachers; Reading Instruction; Early Intervention; Teacher Surveys; Grouping (Instructional Purposes); Class Size; Instructional Materials; Decision Making; Accessibility (for Disabled); Florida + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Allgemein bildendes Schulwesen; Allgemeinbildung; Ergänzungsunterricht; Vorkommen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Grouping; Gruppenbildung; Klassengröße; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Decision-making; Entscheidungsfindung; Accessibility; Zugänglichkeit
Abstract	The implementation of response to intervention requires that interventions for struggling students be provided through general education prior to referral for special education. The authors surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences among grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the materials selected for the interventions. No differences among grade levels were noted in the frequency of intervention or instructional group sizes. Three fourths of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions. (Contains 3 figures and 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10