ERIC Number: EJ918506
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
Is a Three-Tier Reading Intervention Model Associated with Reduced Placement in Special Education?
Wanzek, Jeanne; Vaughn, Sharon
Remedial and Special Education, v32 n2 p167-175 Mar-Apr 2011
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.)
Descriptors: 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
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A