Literaturnachweis - Detailanzeige
| Autor/inn/en | Wanzek, Jeanne; Vaughn, Sharon |
|---|---|
| Titel | Is a Three-Tier Reading Intervention Model Associated with Reduced Placement in Special Education? |
| Quelle | In: Remedial and Special Education, 32 (2011) 2, S.167-175 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| DOI | 10.1177/0741932510361267 |
| Schlagwörter | Disabilities; Special Education; Student Placement; At Risk Students; Early Intervention; Reading Instruction; Elementary School Students; Comparative Analysis; Response to Intervention; Models; Educational Methods; Gender Differences; Racial Differences; Student Needs; Program Effectiveness |
| Abstract | Patterns of identification for special education services across three cohorts of students in kindergarten through third grade before and after implementation of a schoolwide, three-tier reading prevention model in one large school district are reported. The first cohort of students represents a historical control group that did not participate in the three-tier prevention model. The second and third cohorts of students represent successive cohorts of students who participated in the three-tier model from kindergarten to third grade. The data indicate a trend in the direction of a decreased percentage of students identified for special education through each cohort of students; however, there were no statistically significant differences in the overall percentages of students identified for special education across cohorts. Practical implications and further research are discussed. (Contains 5 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 |
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