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Lawrence, Ann M.; Crespo, Sandra – Theory Into Practice, 2016
We contend that the classroom-discourse routine of IRE/F (teacher initiation, student response, teacher evaluation/follow-up) is a genre of argumentation that is both collaborative and implicit because teachers and students cooperate during IRE/F exchanges not only to make and mirror knowledge claims but also to suppress justification for those…
Descriptors: Persuasive Discourse, Classroom Communication, Discussion (Teaching Technique), Geometry
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Wanzek, Jeanne; Vaughn, Sharon – Theory Into Practice, 2010
This article provides an overview of research on intensive reading interventions to inform Tier 3 instruction for students with reading disabilities. Tier 3 interventions are typically provided to those students who demonstrate inadequate progress after receiving less intensive Tier 2 interventions. A conceptual overview of Tier 3 interventions…
Descriptors: Reading Difficulties, Teaching Methods, Intervention, Instructional Effectiveness