المؤلفون: Maki, Kathrin E. (ORCID 0000-0002-4036-8972), Ittner, Anne, Pulles, Sandra M., Burns, Matthew K., Helman, Lori, McComas, Jennifer J.

المصدر: Contemporary School Psychology. Sep 2022 26(3):359-367.

تمت مراجعته من قبل الزملاء: Y

Page Count: 9

الواصفات: Reading Instruction, Reading Difficulties, Elementary School Students, Grade 3, Positive Behavior Supports, Intervention, Paragraph Composition, Reading Fluency, Scores, Benchmarking

مستخلص: Multi-tiered systems of support (MTSS) provide instruction and intervention to all students in schools. However, when many students within a setting demonstrate reading difficulties, there is likely a tier 1 problem which makes it infeasible to implement tier 2 or tier 3 interventions with large numbers of students due to limited resources. The current study experimentally examined the effects of a brief class-wide intervention with two third-grade classrooms with large numbers of students demonstrating reading difficulties. The treatment group participated in partner reading with paragraph shrinking (i.e., summarizing) every school day for 2 weeks. The intervention resulted in significantly greater fluency growth compared to the control classroom. Moreover, the number of students in the treatment group who scored below the seasonal benchmark criterion fell from 12 out of 21 to 6 of 21 students. The control classroom had 13 out of 24 students who scored below the benchmark before and after the intervention. Results pointed to a promising practice for schools to enact when class-wide reading difficulties are evident.

Abstractor: As Provided

المؤلفون: Burns, Matthew K. (ORCID 0000-0001-9946-5729), Barrett, Courtenay A., Maki, Kathrin E., Hajovsky, Daniel B., Duesenberg, McKinzie D., Romero, Monica E.

المصدر: Contemporary School Psychology. Dec 2020 24(4):478-487.

تمت مراجعته من قبل الزملاء: Y

Page Count: 10

الواصفات: School Psychology, Student Evaluation, Evidence Based Practice, Intervention, Reports, Disability Identification, Learning Disabilities

مستخلص: School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that 61.5% of the reports included recommendations, most of which were related to interventions or accommodations. There were no differences in the frequency or types of recommendations between reports that did and did not identify a specific learning disability (SLD), but recommendations were more frequently based on assessment data for students that were identified with SLD, as compared with those who were not. Only 48.5% of the recommendations were rated as related to a difficulty or strength identified in the report.

Abstractor: As Provided

المؤلفون: Maki, Kathrin E., Ittner, Anne, Pulles, Sandra M., Burns, Matthew K., Helman, Lori, McComas, Jennifer J.

المصدر: Contemporary School Psychology; September 2022, Vol. 26 Issue: 3 p359-367, 9p

مستخلص: Multi-tiered systems of support (MTSS) provide instruction and intervention to all students in schools. However, when many students within a setting demonstrate reading difficulties, there is likely a tier 1 problem which makes it infeasible to implement tier 2 or tier 3 interventions with large numbers of students due to limited resources. The current study experimentally examined the effects of a brief class-wide intervention with two third-grade classrooms with large numbers of students demonstrating reading difficulties. The treatment group participated in partner reading with paragraph shrinking (i.e., summarizing) every school day for 2 weeks. The intervention resulted in significantly greater fluency growth compared to the control classroom. Moreover, the number of students in the treatment group who scored below the seasonal benchmark criterion fell from 12 out of 21 to 6 of 21 students. The control classroom had 13 out of 24 students who scored below the benchmark before and after the intervention. Results pointed to a promising practice for schools to enact when class-wide reading difficulties are evident.

المؤلفون: Burns, Matthew K., Barrett, Courtenay A., Maki, Kathrin E., Hajovsky, Daniel B., Duesenberg, McKinzie D., Romero, Monica E.

المصدر: Contemporary School Psychology; December 2020, Vol. 24 Issue: 4 p478-487, 10p

مستخلص: School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that 61.5% of the reports included recommendations, most of which were related to interventions or accommodations. There were no differences in the frequency or types of recommendations between reports that did and did not identify a specific learning disability (SLD), but recommendations were more frequently based on assessment data for students that were identified with SLD, as compared with those who were not. Only 48.5% of the recommendations were rated as related to a difficulty or strength identified in the report.