Intervention Central

Authors: Intervention Central

Teaser: 
Discredited educational practices--‘zombie’ interventions— are still being used widely in schools, despite clear and compelling research arguing against their use.

 As districts move to full adoption of RTI, they must ensure that interventions used to address student academic and behavioral issues are evidence-based.

References: 
  • Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing “inconsistencies” in practice: Teachers' continued use of round robin reading. Reading & Writing Quarterly, 25, 87-103.
  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Bestpractices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
  • Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research & Practice, 22(2),129–136.
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Carnegie Corporation of New York. Retrieved from http://www.all4ed.org/files/WritingNext.pdf
  • Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471.
  • Strong, W. (1986). Creative approaches to sentence combining. Urbana, OL: ERIC Clearinghouse on Reading and Communication Skill & National Council of Teachers of English.
  • Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40, 608-614.

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