Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…

Over the past four years, educators and researchers from the University of Connecticut have worked with urban high-poverty schools to implement an alternative reading instruction program called the Schoolwide Enrichment Model in Reading (SEM-R). Based on Renzulli's Enrichment Triad Model, the SEM-R works through planned enrichment experiences to…