Recorded Jan 12, 2011.
Dr. Greg Roberts and Dr. Jade Wexler, both of The Meadows Center for Preventing Educational Risk (MCPER), discuss year 2 of a 3-year, multisite (Austin and Houston, Texas) middle school reading intervention study, part of the Texas Center for Learning Disabilities. The project involved a randomized controlled trial study of a multitiered approach for middle school students with identified reading problems. The presenters discuss the study design, the standardized and individualized protocol interventions, results, conclusions, and implications.
Recorded August 18, 2010
Although many schools implement RTI frameworks in primary grade reading, several questions remain. For example, how long should Tier 2 be provided? Who can provide these interventions? How many students can we expect to have adequate response to interventions? How can Tier 3 interventions be individualized to meet students’ needs and still be implemented with fidelity? Dr. Carolyn Denton, Associate Professor in the Children’s Learning Institute (University of Texas Health Science Center in Houston, TX), provides insights on these topics from studies conducted through the Texas Center for Learning Disabilities and other reading intervention research.
Recorded April 11, 2011
This presentation reviews recommendations 1 and 4 of the Institute of Education Sciences practice guide Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. Recommendation 1 states that all students should be screened for potential reading problems at the beginning and middle of the year. Recommendation 4 states that progress monitoring of Tier II students should occur at least once a month and that the resulting data should be used to determine whether students still require intervention.
Recorded February 17, 2010
This webinar, presented by Dr. Jack M. Fletcher of the University of Houston, examines issues related to the identification of specific learning disabilities (SLDs) in the context of a response to intervention (RTI) model of service delivery. Consistent with current research, in any identification model SLD should be identified based on 3 primary criteria: evidence of adequate instruction, evidence of low achievement in one or more of the 8 domains of SLD in IDEA, and absence of other disabilities and conditions that explain (1) and (2). Contrasts with other proposed models are provided and methods for operationalizing the proposed model in the context of a RTI service delivery framework are provided.