Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis.

In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so it is necessary to understand the knowledge they have about the structure of RTI in their individual schools.

The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability.

The purpose of this study was to examine the promise and feasibility of a newly developed curriculum to teach early literacy skills to students with intellectual disability (ID) and students with low IQs. The curriculum texts were written to include familiar settings, high frequency words, natural syntax, and cumulative practice. A single-case design was used with multiple baseline across levels of instruction and included eight participants who had IQs spanning from 40 to 63.

A power analysis for fidelity measurement sample size determination.

The importance of assessing fidelity has been emphasized recently with increasingly sophisticated definitions, assessment procedures, and integration of fidelity data into analyses of outcomes. Fidelity is often measured through observation and coding of instructional sessions either live or by video. However, little guidance has been provided about how to determine the number of observations needed to precisely measure fidelity.

Do students with and without lexical retrieval weaknesses respond differently to instruction?

Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction.