Tier 3 Interventions for Students With Significant Reading Problems

被引：16

作者：

Wanzek, Jeanne ^{[1
,2
]}

Vaughn, Sharon

机构：

[1] Florida State Univ, Sch Teacher Educ, Tallahassee, FL 32306 USA

[2] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32306 USA

来源：

THEORY INTO PRACTICE | 2010年 / 49卷 / 04期

关键词：

CHILDREN; INSTRUCTION; DISABILITIES; SKILLS; COMPREHENSION; STRATEGIES; LITERACY;

D O I：

10.1080/00405841.2010.510759

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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 within a Response to Intervention model is provided, along with a review of research on effectiveness of instructional practices for students with significant reading difficulties.

引用

页码：305 / 314

页数：10

共 42 条

[1] AN EXPERIMENT ON COGNITIVE REMEDIATION OF WORD-READING DIFFICULTY [J].