Programs or Practices that meet the Level 1 Criteria for Best Practices
Please click on the results column to read the article.
AUTHOR |
SOURCE |
PROGRAM OR PRACTICE |
STUDENT LEVEL |
DEMOGRAPHICS/SAMPLE SIZE |
RESULTS |
|---|---|---|---|---|---|
| Burns, M.K., Appleton, J.J., & Stehouwer, J.D. | Journal of Psycho- educational Assessment, 2005 | Meta-analytic review of responsiveness to intervention research | None | Articles that were categorized and sorted as either descriptive or an intervention model | Field based and university based RTI models both led to strong effects with field based being the strongest. |
| Carney, K.J. & Stiefel, G.S. | Learning Disabilities: A Contemporary Journal, 2008 | Long term results of a problem solving approach to Rti with discussion and implications | Elementary Level | 43 students in grades K-5 | 30 percent of the target students were coded low risk and functioning independently by year four. |
| Fuchs, D., Compton, D.L., Fuchs, L.S., Bryant, J. & Davis, G.N. | Reading and Writing, 2008 | Making secondary interventions work in a three-tiered responsiveness to intervention model: findings from the first grade longitudinal reading study of the National Research Center on Learning Disabilities | Elementary Level | 252 low-performing children from 42 first-grade classrooms in 16 schools in an urban and suburban school districts | Students in the tutoring program outperformed controls on both a progress mentoring measure and several standardized reading measures. |
| Simmons, D.C., Coyne, M.D., Kwok, O., McDonagh, S., Harn, B.A., Kame’enui, E.J. | Journal of Learning Disabilities, 2008 | Indexing Response to Intervention: a longitudinal study of reading risk from kindergarten through third grade | Primary level | 41 kindergarten students identified as at risk of reading difficulty | Results indicated that the at-risk students in this study nor only moved out of risk, but stayed out of risk kindergarten through grade 3. |
| Wanzek, J. & Vaughn, S. | Journal of Learning Disabilities, 2008 | Response to varying amounts of time in reading intervention for students with low response to intervention. | Elementary Level | 50 students who received a single dose of treatment; 36 students who received a double dose of treatment | Data revealed few differences in students; responses from the single dose or double dose intervention groups. Results did indicate that more students in the treatment groups showed gains from pretest to posttest on standardized measures. |
| Vellutino, F.R., Scanlon, D.M., Zhang, H. & Schatsschneeider, C. | Reading and Writing, 2008 | Using response to kindergarten and first grade intervention children at risk for long-term reading difficulties. | Primary | 28 entry level kindergarteners in classrooms from five middle class school districts. | Data suggests that most children at risk for early reading difficulties can be identified effectively at the beginning of kindergarten. |
