Essay On Evidence Based Intervention

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

The author’s intention is to identify an aspect of clinical practice which lends itself to change at a micro level. The definition of a micro-change is an intervention of change aimed at the individual or the way small teams work. The micro-level change is not to be confused with a service change (Walsh, 2009).

Reading Recovery is a highly effective short-term intervention of one-to one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and used as a supplement to good classroom teaching” (Cox, 254).

The study that I reviewed for the fluency evidence based practice was conducted in an alternative high school in the Southeast. The students that were involved in the study attended sessions that were mediated by their peers three times a week for 45 minutes. The sessions were held in a study hall type classroom that was structured in that the environment was conducive to helping increase the fluency skills of these struggling readers. This was a focus class that had certain guidelines for being a part of. The students were enrolled in this class if they received a grade level of six or below on the Test of Adult Basic Education assessment. The other requirements for this class were as follows: current reading scores between levels 4.0 to 7.0 as determined by the TOWRE (Test of Word Reading

Brief Description: Due to the chicken and egg dilemma surrounding co-occurring disorders, for years researchers have faced the challenge of what to treat first, in other words identifying the main issue. Now after twenty years and being given the title of an evidence-based practice, researchers have come up with a holistic approach in treating co-occurring disorders. Researches coined this evidence-based practice as integrated treatment, which is basically a marriage between health and mental health services/treatment/interventions.

Special education practitioners appear to have produced the majority of the research on the prevalence of evidence-based practice in education. Studies of the prevalence of evidence-based practice in general education do exist, but in at least one instance, the research was published in a special education journal (Kretlow and Helf, 2013). Kretlow and Helf (2013) published a study of kindergarten, 1st and 2nd grade teachers that asked these teachers about the reading programs they were implementing. The results indicate that few of these teachers are using reading curricula that is demonstrated to be evidence-based. Studies among special educators have produced similar results. Research by Cook and Cook (2013) suggested that significant misunderstanding exists about what evidence-based practices are and this has led some special education teachers to ignore evidence-based practices. Similar results were obtained by Carter, Stephenson, and Strnadova (2011) regarding the prevalence of

Recently in the field of education, a great emphasis has been put on equal access to education and academic success in the school setting. With laws like No Child Left Behind supporting this belief, there has been an increase in academic accountability and success, especially for minority students, in the areas of reading and mathematics. The population of students is increasingly diverse and according to Sun, Nam, and Vanderwood (2010), the population of English Language Learners (ELLs) has increased significantly, representing 5.1 million students or 10% of the total public school enrollment (p. 1). In this population of ELL students 76% of students are performing below grade level in English reading, which is concerning as foundational literacy is important to academic success (Sun, Nam, & Vanderwood, 2010, p. 1). With the increasing demands of accountability and performance and the significant growth of ELL students, Response to Intervention (RTI) has been implemented to support students learning needs. Response to Intervention is a multi-tier approach, which provides struggling learners with interventions to increase learning. In regards to Response to Intervention and ELLs, there is not as much research as is present for the

English language development: The study authors did not find any statistically significant differences in the mean language development test scores between the BCIRC students and the comparison group students both in the study findings and the subgroup findings. However, the WWC reported that the intervention had potentially positive effects on English language development reading achievement because the study showed the substantively important positive effect with the large effect sizes (.29 in the study finding /.38, .22, .53 in the subgroup findings), and it also did not show a statistically significant or substantively important negative effect. However, the WWC did confirm the statistically significant positive effects of this finding because only one study was reviewed.

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Change in general is needed for better practice or for better outcomes. This can apply to everyday life or our nursing practice. If one wants to make improvements, then change has to occur. It could be starting a diet and exercise plan or making new friends. Nursing is always changing to stay on top of new theories and research out there.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help