NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ982264
Record Type: Journal
Publication Date: 2012-Oct
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
"I Know There Ain't No Pigs with Wigs": Challenges of Tier 2 Intervention
Stephens, Diane; Cox, Robin; Downs, Anne; Goforth, Jennie; Jaeger, Lisa; Matheny, Ashley; Plyler, Kristi; Ray, Sandra; Riser, Lee; Sawyer, Beth; Thompson, Tara; Vickio, Kathy; Wilcox, Cindy
Reading Teacher, v66 n2 p93-103 Oct 2012
As a part of Response to Intervention, for three years, ten reading interventionists provided supplemental support to readers. They formed a learning community, took an inquiry-based approach to assessment and developed a theory of what students needed to know and be able to do as readers. They addressed and learned from several other challenges: constructing a theory of a child as a reader, providing focused instructional consistent with their beliefs, helping children develop a generative theory of reading and of themselves as readers, and ensuring consistent instructional focus across stakeholders. Students they served made an average of two months of growth for every month of support. (Contains 1 table.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A