Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

Self-Regulated Strategy Development at Tier 2 for Second-Grade Students With Writing and Behavioral Difficulties: A Randomized Controlled Trial

“…There have been many instances of Tier 2 reading intervention provided by persons other than the classroom teachers, such as university-based RAs (e.g., Lane et al, 2001, Nelson, Benner, & Gonzalez, 2005. To a lesser extent, there have also been such supports delivered by school-site personnel including literacy coordinators (e.g., Lane et al, 2002), paraprofessionals (e.g., Gunn, Smolkowski, Biglan, & Black, 2002;Vadasy, Sanders, & Peyton, 2006), and even classroom teachers (e.g., Lane, Little, Rhodes, Phillips, & Welsh, 2007). An important next step in SRSD instruction for writing research will be randomized trials involving teachers as intervention agents in Tier 2 supports.…”

“…Logistically, it can be difficult for teachers to conduct Tier 2 supports within the context of the regular school day. Teachers may need assistance in establishing structures and routines that allow them time to implement more-intensive Tier 2 academic interventions (Lane et al, 2007). Because Tier 2 interventions are additive in nature, students receive this extra instruction in addition to Tier 1 instruction, which can be challenging to schedule within the constraints of very full instruction days.…”

Story Writing

“…Instruction was provided one-to-one outside of the classroom setting. Thus, additional inquiry is needed to establish both the social validity and outcomes of the intervention when implemented within the context of a three-tiered model of prevention with teachers as the main interventionists (Lane, Little, et al, 2007).…”

Instructional practices and behavior during reading: A descriptive summary and comparison of practices in title one and non‐title elementary schools

“…Especially in the area of reading, many children struggle and need more intense and systematic instruction (Agramonte & Belfiore, 2002;McMaster et al, 2006;VanAuken, Chafouleas, Bradley, & Martens, 2002;Vaughn & Roberts, 2007). To begin to address this issue,recent attention has been focused on the impact of effective instructional practices on outcomes for students at risk for reading difficulties (Carnine, Silbert, Kame'enui, Tarver, & Jungjohann, 2006;Lane, Little, Redding-Rhodes, Phillips, & Welsh, 2007;McMaster et al, 2007;VanAuken et al). For example, specific instructional grouping practices used for reading instruction have been associated with increased opportunities for student learning (Vaughn et al, 2001).…”

“…Small-group instruction may lead to several benefits such as better use of teacher and student time, increased instructional time, and lower student-to-teacher ratios (Vaughn et al). Furthermore, the support for using peer tutoring as an instructional strategy in elementary reading settings has extensive research support (Lane et al;McMaster et al 2006McMaster et al , 2007. Even though specific strategies have been documented as researchbased strategies, it is not clear what practices teachers are actually using in the schools.…”