The special education process under IDEA is designed to ensure that each individual child’s needs are carefully considered and addressed. Learn ten steps in the special education process, from evaluation to reviewing student progress.
About 10 million children have difficulties learning to read. The good news is that more than 90 percent of struggling readers can overcome their difficulties if they receive appropriate treatment at early ages.
Writing is a highly complex language skill. Without skilled, systematic instruction, many students — particularly those with disabilities — may not become proficient writers. At stake is access to the general education curriculum. This brief discusses developmental stages, why writing may pose particular challenges for students with disabilities, and what areas should be the focus for remediation.
Handheld formative assessment technology provides teachers with a virtually real-time picture on which students need help, where they need it, and how the teachers can help best.
How can teachers make sure that each student is not only being taught, but is actually learning? In this webcast, Roland Good, Mary Ruth Coleman, and Michael C. McKenna talk about how assessment can be used to lead students to reading success.
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RtI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress.
Children with auditory processing disorder (APD) often do not recognized the subtle differences between sounds in words because a dysfunction makes it difficult for the brain to interpret the information. The National Institute on Deafness and Other Communication Disorders presents basic information on symptoms, diagnosis, and current research of APD.
Learn about three common terms and descriptions related to reading instruction that may help give you a better understanding of what’s happening in your child’s classroom and what it means for your young learner.
Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.
Providing small-group reading instruction in five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension) can really help English language learners in the elementary grades.
After reviewing the research, the What Works Clearninghouse recommends that in tier 1 of Response To Intervention, schools provide differentiated reading instruction for all students based on assessments of students’ current reading levels.
The What Works Clearninghouse reviewed the research available about using Response To Intervention to help primary grade students overcome reading struggles. WWC’s recommendation for tier 2 of RTI is to provide intensive, systematic instruction on up to three foundational reading skills in small groups to students.
After reviewing the research, the What Works Clearninghouse recommends that students in tier 2 of RTI be monitored at least monthly, and use this data to determine if and how primary grade students may need additional reading instructional support.
After reviewing the research, the What Works Clearninghouse recommends that in tier 3 of Response To Intervention, schools provide provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time. It also provides some specific features that should be considered in carrying out this recommendation.
According to research, the Education Department’s What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.
Early identification is crucial when it comes to helping children who are having trouble learning to read. This seminal article by Joseph Torgesen explains the assessment process and reviews the more commonly used assessment tools.
The Center on Multi-Tiered System of Supports (formerly the National Center on Response to Intervention) is national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.
