8unnlng head 1ler 1wo lnLervenLlon LlLeraLure 8evlew 1
1ler 1wo lnLervenLlon LlLeraLure 8evlew
uanlel 8 Conn unlverslLy of norLhern Colorado
1ler 1wo lnLervenLlon LlLeraLure 8evlew 2
AbsLracL 1hls collecLlon of currenL research arLlcles focuses on Ller Lwo lnLervenLlons 1ler Lwo lnLervenLlons are lnLended Lo boLh ldenLlfy learnlng dlsablllLles as well as provlde supporL for sLudenLs consldered aL rlsk" of falllng behlnd Lhelr peers ln school boLh behavlorally and academlcally As lndlcaLed ln several of Lhese selecLed arLlcles Ller Lwo lnLervenLlon ls a work ln progress buL offers profound poLenLlal Lo Lhe educaLlon process Several of Lhe auLhors of Lhese arLlcles parLlcularly Sharon vaughn conLlnue Lo develop Lhelr own oplnlons of Ller Lwo lnLervenLlons as more research and evldence ls presenLed 1hls selecLlon of arLlcles also offers varylng oplnlons of programs llke 8eadlng 8ecovery wlLh regard Lo lLs effecLlveness as an lnLervenLlon 1hese arLlcles lnclude some lnLernaLlonal perspecLlve on Llered lnLervenLlon sysLems especlally from AusLralla AddlLlonally Lhe selecLed arLlcles cover a varleLy of ages lncludlng preschool elemenLary secondary and even older adulLs 1hese selecLlons offer lnslghL as Lo how Ller Lwo lnLervenLlon has been used can be used Lo lmprove learnlng for all sLudenLs
1ler 1wo lnLervenLlon LlLeraLure 8evlew 3
Anderson C Campbell A (2008) Lnhanclng effecLs of Checkln/CheckouL wlLh funcLlon based supporL 8ebovlotol ulsotJets 233243 1hls arLlcle lncludes a quallLaLlve look aL Lwo sLudenLs wlLh Lhe Checkln/CheckCuL Ller Lwo behavloral lnLervenLlons for Lwo sLudenLs ln rural Cregon 1he auLhors come from Lhe unlverslLy of Cregon and used Lhorough relaLed llLeraLure whlch broughL conLexL Lo Lhelr research 1he lnLended audlence probably lncludes oslLlve 8ehavlor SupporL and/or 8esponse Lo lnLervenLlon Leams 1hls arLlcle parLlcularly provldes lnslghL regardlng Ller Lwo lnLervenLlon ln rural seLLlngs 8arLh A Clrlno 1 uenLon C lleLcher !M lrancls u! 8omaln M Wexler ! (2010) 8esponse Lo lnLervenLlon for mlddle school sLudenLs wlLh readlng dlfflculLles effecLs of a prlmary and secondary lnLervenLlon 5cbool lsycboloqy kevlew 321 1hls ls a quanLlLaLlve arLlcle regardlng Lhe effecLs of Ller Lwo llLeracy lnLervenLlon aL Lhe secondary level 6 Lh 12 Lh grade 1he arLlcle concludes LhaL ouLcomes were 089 ln favor of LreaLmenL sLudenLs over comparlson sLudenLs Several of Lhese auLhors appear ln oLher arLlcles wlLhln Lhls selecLlon of llLeraLure Sharon vaughn a 8egenLs Chalr ln Puman uevelopmenL aL Lhe unlverslLy of 1exas AusLln ls clLed ln LhroughouL Lhe selecLed arLlcles 1hls arLlcle offers a promlslng hypoLheses regardlng effecLlve ways Lo remedlaLe Lhls populaLlon 1hls arLlcle also compllmenLs some of Lhe flndlngs deLalled by Lynn S luchs and her colleagues work ln 8eLhlnklng 8esponse Lo lnLervenLlon aL Lhe mlddle and hlgh school 8lshop ! llllce PC 8eeves S (2010) 8esponse Lo lnLervenLlon (8Ll) and Ller sysLems quesLlons remaln as educaLors make challenglng declslons uelto koppo Commo 8olletlo 3033 1hls arLlcle summarlzes some naLlonal quesLlons regardlng 8esponse Lo lnLervenLlon and oLher Llered sysLems 1he auLhors professors aL Lhe unlverslLy of SouLhern Mlsslsslppl have backgrounds ln llLeracy 1ler 1wo lnLervenLlon LlLeraLure 8evlew 4
and speclal educaLlon 1he arLlcle was mosL llkely wrlLLen for school pollcy makers AlLhough Lhe depLh of research ln Lhls arLlcle ls Lhe broadesL of any ln Lhls blbllography Lhe general sLaLemenLs and undersLandlng of 8Ll from a naLlonal perspecLlve provldes conLexL Lo lLs currenL role ln Amerlcan educaLlon 8orsuk C vesL 8 (2002) 8eachlng hlgher secondary lnLervenLlons eoJetsblp 1718 1hls quallLaLlve arLlcle examlnes an lnLervenLlon for sLudenLs parLlcularly glfLed and LalenLed LhaL appear unmoLlvaLed or lnLellecLually sLagnanL ln hlgh school 1he arLlcle recommends Lhese sLudenLs Lo a program ln whlch Lhey Lake college classes for dual credlL Cne of Lhe auLhors works as a coordlnaLor Lhrough Mlddle College Plgh School and Lhe San 8erardlno ClLy unlfled School ulsLrlcL 1he audlence of Lhls arLlcle could lnclude glfLed and LalenLed coordlnaLors or Leams parenLs school dlsLrlcLs and communlLy colleges 1hls arLlcle flLs lnLo Lhls collecLlon because lL offers an lnLervenLlon sLraLegy for capable sLudenLs LhaL lack moLlvaLlon ln school lL also examlnes an lnLervenLlon sLraLegy for advanced sLudenLs whlch broadens Lhe scope of Ller Lwo lnLervenLlon 8rlggs C Pobsbaum A SchwarLz 8M Scull ! (2009) 8eadlng 8ecovery and evldencedbased pracLlce a response Lo 8eynolds and Wheldall (2007) lotetootloool Iootool of ulsoblllty uevelopmeot ooJ Jocotloo 313 1hls quallLaLlve arLlcle responds Lo crlLlclsm presenLed ln Lhe arLlcle 1he devll ls ln Lhe deLall regardlng Lhe efflcacy of 8eadlng 8ecovery a re[olner Lo SchwarLz Pobsbaum 8rlggs and Scull 1he arLlcle suggesLs LhaL properly resourclng and fundlng 8eadlng 8ecovery programs are Lhe key Lo lLs success 1hese auLhors represenL Lhe 8eadlng ueparLmenL aL Lhe School of LducaLlon aL Cakland unlverslLy Lhe ueparLmenL of Larly Chlldhood and rlmary LducaLlon of London (uk) and Lhe readlng deparLmenL aL Lhe College of rofesslonal LducaLlon (uenLon 1exas) and Lhe Melbourne CraduaLe School of LducaLlon (vlcLorla AusLralla) 1he audlence of Lhls arLlcle could lnclude members of Lhe academlc communlLy as 1ler 1wo lnLervenLlon LlLeraLure 8evlew 3
well as 8eadlng 8ecovery advocaLes and crlLlcs 1hls arLlcle was lncluded ln Lhls blbllography because lL responded dlrecLly Lo crlLlclsm ln anoLher arLlcle of Lhls secLlon 1hls arLlcle adds conLexL Lo Lhe debaLe regardlng Lhe value of a 8eadlng 8ecovery program as a form of lnLervenLlon 8ryanL 88 8ryanL u Chavez MM CersLen 8M Scammacca nn (2008) MaLhemaLlcs lnLevenLlon for flrsL and secondgrade sLudenLs wlLh maLhmaLlcs dlfflculLles kemeJlol ooJ 5peclol Jocotloo 2032 1hls quanLlLaLlve arLlcle shows Lhe progress of 126 sLudenLs LhaL recelve 13 mlnuLes of boosLer lessons over Lhe course of 18 weeks ln early maLhemaLlcs skllls and concepLs 1he auLhors represenL Lhe unlverslLy of 1exas as well a research group ln Long 8each Callfornla and Lhelr backgrounds lnclude speclal educaLlon lecLurer dlrecLor of a prlvaLe educaLlonal research lnsLlLuLe research assoclaLe asslsLanL prlnclpal and dlrecLor of speclal educaLlon 1he research ln Lhls arLlcle was supporLed Lhrough a granL from Lhe 1exas LducaLlon Agency and Lhelr audlence lncludes schools ln search of lmprovlng maLhemaLlcal learnlng aL Lhe elemenLary level 1hls arLlcle shows boLh slgnlflcanL growLh Lhrough Ller Lwo lnLervenLlons aL Lhe second grade level and nonslgnlflcanL growLh aL Lhe flrsL grade level 1hls arLlcle also models fldellLy conslderaLlons ln quanLlLaLlve research 8ryanL ! CompLon uL uavls Cn luchs u luchs LS (2007) Maklng secondary lnLervenLlon work ln a LhreeLler responslvenesLolnLervenLlon model flndlngs from Lhe flrsLgrade longlLudlnal readlng sLudy of Lhe naLlonal 8esearch CenLer on Learnlng ulsablllLles keoJloq ooJ wtltloq 413436 1hls arLlcle aLLempLs Lo quallfy daLa collecLed by Lhe naLlonal 8esearch CenLer on Learnlng ulsablllLles from Lwo largescale fleldbased longlLudlnal and experlmenLal 8Ll sLudles lL focuses only on Lhe daLa relaLed Lo llLeracy whlch came from a Lhree year sLudy 1he arLlcle aLLempLs Lo answer Lhree quesLlons Who should parLlclpaLe ln 8Ll? WhaL lnsLrucLlon should be conducLed Lo decrease Lhe prevalence of 1ler 1wo lnLervenLlon LlLeraLure 8evlew 6
readlng dlsablllLles? Pow should responslveness and nonresponslveness be deflned? 1he auLhors represenL vanderbllL unlverslLy and Lhe boLh Lynn S and uonald luchs appear ln oLher arLlcles wlLhln Lhls blbllography 1he luchs are professors of speclal educaLlon and human developmenL 1he audlence could lnclude educaLlon pollcy makers school offlclals and 8esponse Lo lnLervenLlon Leams 1hls arLlcle offers a naLlonal perspecLlve regardlng Lhe funcLlon of 8esponse Lo lnLervenLlon 8ryanL 88 8ryanL u lunk C CersLen 8M ool C Scammacca nn Shlh M WlnLer A (2008) 1he effecLs of Ller 2 lnLevenLlon Cn Lhe maLhmaLlcs performance or flrsLgrade sLudenLs who are aL rlsk for maLhmaLlcs dlfflculLles eotoloq ulsoblllty Ooottetly 4763 1hls quanLlLaLlve arLlcle measures Lhe effecLs of progress monlLorlng for 161 flrsL grade sLudenLs LhaL recelved 20mlnuLe boosLer lessons ln maLhemaLlcs ln number and operaLlon skllls over Lhe course of 23 weeks 1he auLhors all represenL Lhe unlverslLy of 1exas or an lndependenL research group and Lhe ma[orlLy of Lhese auLhors also conLrlbuLed Lo anoLher arLlcle ln Lhls blbllography 1he audlence could lnclude 8esponse Lo lnLervenLlon Leams as well as elemenLary school maLh Leachers 1hls arLlcle showed evldence of quanLlLaLlve galns aL Lhe flrsL grade level Lhrough boosLer lessons 1he prevlous arLlcle ln Lhls collecLlon does noL flnd slgnlflcanL galns for flrsL grade sLudenLs Lhrough boosLer lessons so varlables such as Llme and skllls LaughL can be conLrasLed beLween Lhe Lwo arLlcles 8usLamanLeAvellaneda v Lchenlque M Llsdorfer C llla L MendezMuleL L MeLsch L SanchezMarLlnez M (2010) ro[ecL roadmap reeducaLlng older adulLs ln malnLalnlng AluS prevenLlon a secondary lnLervenLlon for older PlvposlLlve adulLs Alu5 Jocotloo ooJ lteveotloo 138147 1hls ls a quanLlLaLlve arLlcle abouL a Llered Lwo prevenLlon program for older adulLs llvlng wlLh Plv/AluS 300 parLlclpanLs were sLudled over Lhe course of 12 monLhs 1hese adulLs were glven Ller Lwo educaLlon and assessed Lo see lf Lhelr sexual paLLerns were affecLed from Lhls educaLlon 1he auLhors 1ler 1wo lnLervenLlon LlLeraLure 8evlew 7
lnclude faculLy from Lhe unlverlsLy of Mlaml nova SouLheasLern unlverslLy College of CsLeopaLhlc Medlclne (lL Lauderdale) and !ackson Memorlal PosplLal ln Mlaml llorlda 1hls arLlcle would be useful Lo people ln Lhe medlcal fleld as well as adulL educaLlon programs AlLhough Lhls arLlcle may appear ouL of conLexL wlLh regard Lo Lhe oLher clLed arLlcles lL offers evldence regardlng Lhe use of Ller Lwo lnLervenLlon ln adulL educaLlon Cheney u llower A Pawken L lwaszuk W Lynass L Mlelenz C Waugh M (2010) 1he Check ConnecL and LxpecL rogram a LargeLed Ller 2 lnLervenLlon ln a schoolwlde oslLlve 8ehavlor SupporL model lteveotloq 5cbool lollote 132138 1hls arLlcle examlnes Lhe Check ConnecL and LxpecL rogram effecLs for 18 dlfferenL urban schools over a Lwo year perlod and concludes Lhls Lype of lnLervenLlon can reduce problemaLlc behavlor reduce referral raLes Lo speclal educaLlon and enhance sLudenLs soclal behavlor 1he auLhors lnclude a speclal educaLlon dlrecLor a professor from Lhe unlverslLy of 1exas docLoral sLudenLs from Lhe unlverslLy of WashlngLon and a professor from Lhe unlverslLy of uLah 1he audlence could lnclude oslLlve 8ehavlor SupporL Leams and school sysLems parLlcularly urban ln search or sysLemlc behavloral supporL programs 1hls arLlcle shows examples of uslng a large sample slze over a Lwo year span Clanclo u loorman 88 (2003) Screenlng for secondary lnLervenLlon concepL and conLexL Iootool of eotoloq ulsobllltles 494499 1hls quanLlLaLlve arLlcle echoes some concerns regardlng accuracy resulLs of early llLeracy screenlng 1he auLhors lnclude a professor of pedlaLrlcs and dlrecLor of Lhe CenLer for Academlc and 8eadlng Skllls aL Lhe unlverslLy of 1exasPousLon Medlcal CenLer 8oLh medlcal and educaLlonal academlc communlLles could beneflL from Lhe lnformaLlon found ln Lhls arLlcle 1hls arLlcle adds a medlcal perspecLlve Lo Lhe 8Ll process and offers analyLlcal volce Lo Lhe research ln Lhls blbllography 1ler 1wo lnLervenLlon LlLeraLure 8evlew 8
CompLon uL (2006) Pow should unresponslveness Lo secondary lnLervenLlon be operaLlonallzed? Iootool of eotoloq ulsobllltles 170173 1he quallLaLlve arLlcle examlnes how unresponslveness Lo secondary lnLervenLlon should be operaLlonallzed ln an 8Ll approach Lo ldenLlfylng sLudenLs wlLh learnlng dlsablllLles 1he arLlcle suggesLs LhaL lnLevnLlon ls ofLen a maLLer of provldlng a nudge for sLruggllng sLudenLs 1he auLhor appears ln several arLlcles LhroughouL Lhls selecLlon and he ls an asslsLanL professor of speclal educaLlon aL eabody College vanderbllL unlverslLy 1he audlence of Lhls arLlcle could lnclude speclal educaLlon dlrecLors currlculum dlrecLors school admlnlsLraLors and school pollcy makers 1hls arLlcle speaks dlrecLly Lo Lhe quesLlons regardlng Lhe ldenLlflcaLlon process wlLhln 8esponse Lo lnLervenLlon whlch compllmenLs some of Lhe arLlcles ln Lhls blbllograpyLhe flnal sLep on Lhe 8Ll process CompLon uL luchs u luchs LS (2010) 8eLhlnklng 8esponse Lo lnLervenLlon aL Lhe mlddle and hlgh school 5cbool lsycboloqy kevlew 2228 1hls arLlcle dlscusses Lhe dlfflculL currenL slLuaLlon 6 Lh 12 Lh grade 8esponse Lo lnLervenLlon faces 1he arLlcle offers recommendaLlons regardlng a dlfferenL approach Lo secondary Ller Lwo lnLervenLlons such as less exLenslve lnlLlal screenlng 1he auLhors have all been lnvolved ln dlfferenL arLlcles ln Lhls blbllography 1hey are also professors of speclal educaLlon aL vanderbllL unlverslLy 1he lnLended audlence could lnclude secondary schools and 8esponse Lo lnLervenLlon Leams 1hls arLlcle menLlons work by anoLher auLhor ln Lhls selecLlon Sharon vaugh and offers soluLlons Lo resldual lssues presenLed ln secondary educaLlon Ller Lwo lnLervenLlon LsLravlz L Lukln C (2010) 1he relaLlonshlp beLween severe oral language lmpalrmenL and progress wlLh readlng lnLervenLlon Aosttolloo Iootool of ooqooqe ooJ ltetocy 126133 1ler 1wo lnLervenLlon LlLeraLure 8evlew 9
1hls quallLaLlve arLlcle examlnes Lhe effecLs of severe recepLlve language lmpalrmenL wlLh regard Lo readlng lnLervenLlon 1he auLhors represenL Lhe ueparLmenL of LducaLlon and 1ralnlng ln Cueensland AusLralla 1he lnLended audlence could lnclude 8esponse Lo lnvenLlon Leams and speclal educaLlon dlrecLors 1hls arLlcle polnLs ouL LhaL wlLhln Lhe realm of sLudenLs LhaL need lnLevenLlon physlcal characLerlsLs such as hearlng lmpalrmenL can affecL lnLervenLlon ouLcomes 1hus noL all sLudenLs LhaL need lnLervenLlon have Lhe same needs nor learnlng capablllLles lulmer u ParLy k8 CConnor 8L (2003) 1lers of lnLervenLlon Lhrough Lhlrd grade Iootool of eotoloq ulsobllltles 332338 1hls arLlcle ls a quanLlLaLlve comparlson of Lhe readlng achlevemenL among Lhlrd grade chlldren who were ldenLlfled aL rlsk ln klndergarLen SLudenLs LhaL recelved Llered lnLervenLlon ln decodlng word ldenLlflcaLlon fluency and readlng comprehenslon showed moderaLe Lo large dlfferences ln growLh when compared wlLh Lhe conLrol group 1he auLhors lnclude a professor of speclal educaLlon from Lhe unlverslLy of Callfornla aL 8lverslde an asslsLanL professor ln speclal educaLlon aL SL vlncenL College ln ennsylvanla and a research assoclaLe aL Lhe unlverslLy of lLLsburgh 1he audlence of Lhls arLlcle could lnclude 1lLle l Leachers school admlnlsLraLors currlculum dlrecLors and speclal educaLlon Leachers 1hls arLlcle modeled how graphs can be used Lo hlghllghL key lnformaLlon parLlcularly wlLh a large sample slze of a long span of Llme 1hls arLlcle also provlded a Lhorough llsL of relaLed llLeraLure regardlng Llered lnLervenLlon Cray S Parmon M1 kouLsofLas Au (2009) 1he effecL of Ller 2 lnLervenLlon for phonemlc awareness ln low responseLolnLervenLlon model ln lowlncome preschool classrooms ooqooqe 5peecb ooJ neotloq 5etvlces lo 5cbools 116130 1hls arLlcle assessed Lhe effecLlveness of Ller Lwo lnLervenLlon deslgned Lo lncrease phonemlc awareness for lowlncome preschoolers and Lhe research concluded Lhe lnLervenLlon was successful for 71 of Lhe 1ler 1wo lnLervenLlon LlLeraLure 8evlew 10
sLudenLs sLudled 1he auLhors all represenL Arlzona SLaLe unlverslLy 1he audlence could lnclude preschool dlrecLors 8CCLS personnel and 8eadlng llrsL Classrooms 1hls arLlcle provlded sLaLlsLlcal lnslghL regardlng quanLlLaLlve daLa as well as graph and organlzaLlonal modellng 1he arLlcle also lncluded some lnLeresLlng appendlxes for lnLervenLlon scrlpLs and probes kerlns M8 1roLLer u SchoenbrodL L (2010) LffecLs of a Ller 2 lnLervenLlon on llLeracy measures lessons learned bllJ ooqooqe 1eocbloq ooJ 1betopy 287302 1hls arLlcle compares Lhe ouLcomes of Lwo groups of flrsL grade sLudenLs ldenLlfled as havlng below average readlng ablllLles and/or poor phonemlc awareness Lhrough classroombased and sLandard assessmenLs AlLhough one group recelved expllclL lnsLrucLlon ln Lhese deflclLs on a regular basls and Lhe oLher group dld noL Lhere were no slgnlflcanL dlfferences regardlng growLh beLween Lhe Lwo groups 1he auLhors represenL Loyola unlverslLy and Charles CounLy ubllc Schools 1he audlence could lnclude school pollcy makers as well as school admlnlsLraLors 1hls arLlcle offers daLa conLrary Lo Lhe ma[orlLy of arLlcles ln Lhls blbllography whlch ls Ller Lwo lnLervenLlons dld noL help lnduce academlc galns Lu L? (2010) honlcs and semloLlcs for early lnLervenLlon lotetootloool Jocotloool 5toJles 1726 1hls quallLaLlve arLlcle deLalls Lhe experlences of Lhree aLrlsk flrsL grade sLudenLs wlLh Clays 8eadlng 8ecovery 1he arLlcle noLes a break Lhrough Lhe boLLle neck success ln llLeracy for Lhese sLudenLs parLlcularly ln Lhe form of engagemenL 1he auLhor represenLs valdosLa SLaLe unlverslLy 1hls arLlcle appears Lo be wrlLLen for an lnLernaLlonal audlence as evldenced by Lhe name of Lhe publlcaLlon lotetootloool Jocotloo 5toJles and Lhe auLhors use of Lermonology 1hls arLlcle records esenLall converaLlons wlLh Lhe Ller group and lnlcudes expamples of Lhe sLudenLs work 1ler 1wo lnLervenLlon LlLeraLure 8evlew 11
Madelalne A 8eynolds M Wheldall k (2009) 1he devll ls ln Lhe deLall regardlng Lhe efflcacy of 8eadlng 8ecovery a re[olner Lo SchwarLz Pobsbaum 8rlggs and Scull lotetootloool Iootool of ulsoblllty uevelopmeot Jocotloo 1733 1hls quallLaLlve arLlcle provldes commenL on lssues ralsed ln a prevlous arLlcle abouL Lhe effecLlveness of 8eadlng 8ecovery by SchwarLz Pobsbaum 8rlggs and Scull (2009) 1he auLhors represenL Macquarle unlverslLy Sydney new SouLh Wales AusLralla 1he lnLended audlence could lnclude school pollcy makers 8eadlng 8ecovery schools 8eadlng 8ecovery advocaLes and 8eadlng 8ecovery crlLlcs noL only does Lhls arLlcle provlde lnLernaLlonal flavor Lo Lhls collecLlon arLlcles lL also provldes an lnLellecLual challenge Lo a prevlous arLlcle 1hls arLlcle clalms Lo use Lhe same daLa seL as Lhls oLher arLlcle buL draws far dlfferenL concluslons regardlng 8eadlng 8ecovery 1hls arLlcle also challenges Lhe convenLlonal loglc behlnd 8eadlng 8ecovery and lLs resulLs 8eschly u (2003) Learnlng dlsablllLles ldenLlflcaLlon prlmary lnLervenLlon and Lhen whaL? Iootool of eotoloq ulsobllltles 310313 1hls quallLaLlve arLlcle dlscusses Lhe ldenLlflcaLlon process of speclflc learnlng dlsablllLles Lhrough Ller one and Lwo lnLervenLlons 1he arLlcle polnLs ouL LhaL Leacher raLlngs of aLLenLlon/behavlor were one of Lhe besL predlcLors of longLerm ouLcomes of lnLervenLlons for chlldren wlLh learnlng dlfflculLles 1he auLhor ls a professor of educaLlon and psychology and Chalr of Lhe ueparLmenL of LducaLlon aL eabody College vanderbllL unlverslLy 1he audlence could lnclude speclal educaLor dlrecLors school admlnlsLraLors and 8esponse Lo lnLervenLlon Leams 1hls arLlcle dlscusses Lhe ldenLlflcaLlon process from Ller Lwo or Lhree Lo speclal educaLlon 1he arLlcle also ralses lnLeresLlng quesLlons regardlng how many Llers Lhe 8Ll model should use 1ler 1wo lnLervenLlon LlLeraLure 8evlew 12
8oberLs C vaugh S (2007) Secondary lnLervenLlons ln readlng provldlng addlLlonal lnsLrucLlon for sLudenLs aL rlsk 1eocbloq xceptloool bllJteo 4046 1he quallLaLlve arLlcle examlnes Lhe role of 8esponse Lo lnLervenLlon and Lhe role of a Llered sysLem 1he arLlcle noLes LhaL as much a 30 of sLudenLs wlll requlre supplemenLal lnsLrucLlon Cne of auLhors serves as PL ParLfelder/ScoLland CorporaLlon 8egenLs Chalr ln Puman uevelopmenL aL Lhe unlverslLy of 1exas AusLln and ls clLed or conLrlbuLes Lo several arLlcles ln Lhls selecLlon 1hls arLlcle seems dlrecLly wrlLLen for school admlnlsLraLors 1hls arLlcle offers broad concluslons based on a wlde range of research and lL applles Lhls research Lo Lhe roles admlnlsLraLors could Lake wlLh regard Lo 8Ll SmeLana L (2010) A vlew from Lhe mlddle Ller looklng closely aL Ller 2 lnLervenLlon 1be ollfotolo keoJet 1324 1hls ls a quallLaLlve arLlcle abouL Leachers ln a graduaLe program and how Lhey see Lhe 8esponse Lo lnLevenLlon process parLlcularly Ller Lwo lnLervenLlon 1he auLhor ls an assoclaLe professor ln Lhe educaLlonal phllosophy deparLmenL aL Callfornla SLaLe unlverslLy LasL 8ay 1he audlence appears Lo lnclude Leachers or school offlclals confused abouL Ller Lwo lnLervenLlon 1hls arLlcle adds a phllosophlc as well as a Leacher aLLlLude perspecLlve Lo Lhe llLeraLure llsL Speece u (2003) PlLLlng Lhe movlng LargeL known as readlng developmenL some LhoughLs on screenlng chlldren for secondary lnLervenLlons Iootool of eotoloq ulsobllltles 487493 1hls arLlcle lnlcudes a sLudy of an lnLervenLlon screenlng process of 679 flrsL graders 1he Lhesls aLLenLlon Lo growLh may neL more accuraLe screenlng resulLs Lhan have been apparenL ln Lhe long hlsLory of early ldenLlflcaLlon research ls expanded Lhrough Lhe daLa Lo conclude a measure of chlldrens growLh may add an lmporLanL dlmenslon Lo Lhe screenlng equaLlon 1he auLhor ls a professor of speclal educaLlon aL Lhe unlverslLy of Maryland and has conducLed prlor research of chlldren wlLh 1ler 1wo lnLervenLlon LlLeraLure 8evlew 13
learnlng dlsablllLles 1he audlence of Lhls arLlcle could lnclude speclal educaLlon dlrecLors 8esponse Lo lnLervenLlon Leams and school assessmenL coordlnaLors 1hls arLlcle offers lnslghL Lo Lhe screenlng process and lndlcaLes a formaLlve declslon maklng value Lo Lhe 8Ll vaughn S Wanzek ! (2008) 8esponse Lo varylng amounLs of Llme ln readlng lnLervenLlon for sLudenLs wlLh low response Lo lnLervenLlon Iootool of eotoloq ulsobllltles 126142 1hls quanLlLaLlve arLlcle concludes aL leasL ln Lhls sLudy LhaL lnLenslLy of Ller Lwo lnLervenLlons plays a blgger role ln Lerms of learnlng achlevemenL Lhan doubllng Lhe amounL of Llme ln lnLervenLlon 1he auLhors of Lhls arLlcle lnclude an asslsLanL professor of speclal educaLlon aL llorlda SLaLe unlverslLy and Lhe PL ParLfelder/ScoLland CorporaLlon 8egenLs Chalr ln Puman uevelopmenL aL Lhe unlverslLy of 1exas AusLln 1he audlence of Lhls arLlcle could lnclude 8esponse Lo lnLervenLlon Leams speclal educaLlon dlrecLors currlculum dlrecLors and school admlnlsLraLors 1hls arLlcle dlsLlngulshes lnLenslLy of lnLervenLlon as a conLrlbuLlng facLor ln growLh
(Geological Society of America Special Papers volume 461) Steven J. Whitmeyer, David W. Mogk, Eric J. Pyle - Field Geology Education_ Historical Perspectives and Modern Approaches (GSA Special Paper 4.pdf