Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and…

There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a larger RTI exploration study designed to focus on students with the most intensive reading needs, our goal was to contrast their Tier 1 core reading instruction with their Tier 3 intervention. Schools…

Classroom reading instruction is the foundation of Multi-Tiered Systems of Support in Reading (MTSS-R) and the focus of many state reading reforms, initiatives, and policies. The purpose of this study was to evaluate whether comprehensive and coordinated Tier 1 core reading instruction was associated with higher early reading outcomes of students…

Response to intervention (RtI) is a multitiered system of support framework that focuses on best practices for intervention. Because many secondary students exhibit weak literacy skills, the focus of this study is reading interventions. This qualitative study examines administrators' perspectives of implementing literacy interventions within a…

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention…

Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading…

The purpose of this study was to examine: (1) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention; and (2) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of…

The purpose of this qualitative, semi-structured interview study was to explore the role of a reading interventionist within an elementary school setting to help bring increased clarity to the responsibilities of a reading interventionist. Research questions focused on the role and impact of reading interventionists when working with developing…

A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities,…

Effective inclusion of English Learners (ELs) in multi-tiered systems of support (MTSS) is necessary for this growing subset of students to access the intended outcomes of MTSS, specifically improved academic outcomes. Facilitating MTSS systems that are appropriately responsive to the heterogeneous needs of ELs may be particularly challenging. In…

The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…

The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…

This study highlighted the school collaboration and process involved in implementing Tier 1 reading instruction in a rural school in New Mexico and measured the efficacy of this model on student outcomes. Our participants included seven elementary grade teachers, two special educators, one principal, and 106 students in Grades K-6. Our process…

There is a need to adapt research-based behavior management interventions so they have utility for virtual instruction. In this study, we investigated whether Class-Wide Function-Related Intervention Teams (CW-FIT) would increase group engagement for a first-grade inclusive class during virtual reading instruction. Results of the single case ABAB…

EFL Learning is considered an enriching and rewarding experience for most 'normal' learners. However, for learners with neurological differences/learning disabled, it can be a stressful and unpleasant experience. Students with learning disabilities (SLD) are often mistaken for slow, behind, incapable, and failures as there is a lack of awareness…