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Direct linkWanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov – Exceptional Children, 2014
This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified…
Descriptors: Reading Fluency, Oral Reading, Reading Skills, Emotional Disturbances
Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K. – Exceptional Children, 2014
This randomized controlled experiment compared the efficacy of two response-to-intervention (RTI) models--typical RTI and dynamic RTI--and included 34 first-grade classrooms (n = 522 students) across 10 socioeconomically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response…
Descriptors: Intervention, Comparative Analysis, Control Groups, Experimental Groups
Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Al Otaiba, Stephanie – Exceptional Children, 2014
This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment (n = 76) and contrast (n = 65) groups. Students in the treatment group received…
Descriptors: Reading Instruction, Instructional Effectiveness, Intelligence Quotient, Intelligence Differences
