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ERIC Number: EJ869685
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1074-2956
A Model for Supplementing Reading Instruction for Young Children with Behavioral Risk Factors
Oakes, Wendy Peia; Harris, Pamela J.; Barr, Linda Churley
Beyond Behavior, v18 n3 p10-18 Spr 2009
Children with behavioral challenges are at the greatest risk for chronic school failure. The response-to-intervention (RTI) model was written into law through the Individuals with Disabilities Education Act of 2004 as a means to identify children with learning disabilities. The RTI model provides for increased intervention based on students' response to instruction. Another important application of this problem-solving model is to intervene with children who demonstrate academic and/or behavioral need prior to a referral for special education. Using RTI, educators can begin to screen students' academic progress in kindergarten. In this article, the authors describe a research study conducted to explore delivering instruction in a tiered model that addresses the reading and behavioral needs of students who are poor readers in the primary grades. The study begins with students in the winter of first grade and continues through the end of second grade. The authors also explore the duration of intervention cycles needed for students with risk in reading and behavior to make meaningful gains that change their reading trajectories. The model included using universal screenings for both reading and behavior to identify students with dual risk, teaching directly to both reading and behavioral needs, and using frequent curriculum-based measurement (CBM) monitoring to document student growth. (Contains 6 figures.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A