
Practice Guide
Regularly monitor the progress of students at risk for developing reading disabilities.
Typically, these groups meet between three and five times a week, for 20 to 40 minutes.
Use these data to determine whether students still require intervention. For those students still making insufficient progress, schoolwide teams should design a tier 3 intervention plan.
Topics: Grades:
- Administrators
- Policymakers
- Researchers
- School Specialist
- Teacher
This practice guide was prepared for the WWC by Mathematica under contract ED-07-CO-0062.
The following research staff contributed to the guide: Kristin Hallgren, Scott Cody, and Cassie Pickens Jewell.
These videos were prepared by WestEd under the Doing What Works Contract (ED-PEP-11-C-0068).
All videos are based on recommendations from the WWC practice guides and are designed to complement the guides.
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Russell Gersten
(Chair)
Instructional Research Group
Play an interview of Panel Chair, Russell Gersten, and Sharon Vaughn: Evolution of Response to Intervention (7:04 minutes) -
Donald Compton
Vanderbilt University -
Carol M. Connor
Florida State University -
Joseph Dimino
Instructional Research Group
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Lana Santoro
Instructional Research Group -
Sylvia Linan-Thompson
University of Texas, Austin -
W. David Tilly
Heartland Area Education Agency