ERIC Number: EJ1231740
Record Type: Journal
Publication Date: 2019-Nov
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Data-Based Individualization in Reading: Tips for Successful Implementation
Lindström, Esther R.; Gesel, Samantha A.; Lemons, Christopher J.
Intervention in School and Clinic, v55 n2 p113-119 Nov 2019
Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students' needs. Specifically, this article addresses the systematic use of student data to determine content and pacing for intensive reading instruction. Insights from implementing this approach with struggling first grade readers in Tier 3 of an RTI framework are provided. Evidence-based standard protocols, strategic data collection and management, and team collaboration are crucial elements for successful implementation.
Descriptors: Students with Disabilities, Behavior Problems, Evidence Based Practice, Student Evaluation, Student Development, Individualized Instruction, Intervention, Reading Instruction, Data Collection, Teamwork, Grade 1, Elementary School Students, Student Needs, Content Area Reading, Response to Intervention, Learning Disabilities
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 - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325H140001