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Bundock, Kaitlin; O'Keeffe, Breda V.; Stokes, Kristen; Kladis, Kristin – TEACHING Exceptional Children, 2018
Research has shown that: (1) Curriculum-based monitoring (CBM) can be easily implemented and interpreted by teachers (e.g., Fuchs, Deno, & Mirkin, 1984); (2) student outcomes have improved when teachers use CBM to inform instructional decision making (e.g., Fuchs, Fuchs, Hamlett, & Stecker, 1991); (3) reliable and valid measures have been…
Descriptors: Educational Strategies, Progress Monitoring, Oral Reading, Reading Fluency
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Marchand-Martella, Nancy E.; Ruby, Susan F.; Martella, Ronald C. – TEACHING Exceptional Children Plus, 2007
Response to Intervention (RTI) provides a challenge for schools to deliver appropriate and scientifically validated reading instruction to all students through a three-tier model. While many educators recognize the need for a strong core-reading program (Tier 1), interventions for Tier 2 and Tier 3 students remain more difficult to implement. We…
Descriptors: Reading Difficulties, Intervention, Reading, Reading Programs