Annotated Bibliography of Resources
Please use the information below to learn about research with evidence-based intervention strategies being used in school. You can also learn about resources and information for you as a parent of a student with a disability. Read the annotation to learn about the article or website, then click on the link provided.
Organizations
Autism International Association. (2011) Austim one. Retrieved June 15, 2013, from http://www.autismone.org/
Autism One is a non-profit organization supporting and informing individuals with autism and their family members. It offers current news in the world of autism. It is also provides information on conferences about autism. This specific website is run by parents of students with autism. It prides itself on advocating for students and adults with autism. This would be a good website to use when wanting to find more information and support for students with autism.
Center for Law and Education. (n.d.). Center for law and education. Retrieved June 15, 2013, from http://www.cleweb.org
This is a non-profit organization designed to advocate and protect the rights of all children. This informs people of current issues in education and the laws driving education. There is information pertaining to reforms and issues that need to be addressed in school systems. It also has a place to look over legislation in education. There you could look at specific laws and articles pertaining to special education. It is also possible to donate to the organization.
Children and Adults with Attention Deficit and Hyperactivity Disorder. (2013).Children and adults with attention deficit and hyperactivity disorder. Retrieved June 15, 2013, from http://www.chadd.org
This national non-profit organization is an information guide to AD/HD. It gives detailed explanations of AD/HD and how it affects a person with AD/HD. It also gives information about coexisting conditions that may also affect a person with AD/HD. It lists a variety of intervention possibilities for students such as behavioral plans or medication options. The website also has current issues and legislation pertaining to the education of students with AD/HD. The organization helps families become support systems and ideas to do at home to encourage growth. It also gives suggestions on how to approach the evaluation process and begin preparing for an IEP.
Council for Exceptional Children. (n.d.). Council for exceptional children. Retrieved June 15, 2013, from http://www.cec.sped.org
This is an international association advocating and informing about the rights of students with disabilities. This is a professional website that allows for one to gain insight into the world of special education. Not only does it discuss laws and rights of individuals with disabilities in education but also looks at “hot topics” in education, including common core standards, bullying, and response to intervention (RTI). This website also connects you with options to read journal articles concerning special education. There is a spot for families to become educated about special needs. There is a link to connect families with others to set-up support systems.
Delaware County Developmental Disabilities. (n.d.). Delaware county developmental disabilities. Retrieved June 15, 2013, from http://www.dcbdd.org
This is a community agency that works for promoting self-determination skills for students with disabilities. It provides assistance for families in the areas of medical to educational. It is a great support system for parents with students with disabilities. There are connections to the community and information of events to support student’s growth. It would be important to use this agency if living in the Delaware county area. There are services for early intervention and information for summer services for school aged children.
Franklin County Board of Developmental Disabilities. (n.d.). Franklin county board of developmental disabilities. Retrieved June 15, 2013, from
http://www.fcbdd.org
This is a community agency that works for promoting self-determination skills for students and adults with disabilities. It is affiliated with a variety of agencies including ARC, Children’s Hospital, and Head Start. It provides assistance for families in the areas of medical to educational. It is a great support system for parents with students with disabilities. There are connections to the community and information of events to support student’s growth. It would be important to use this agency if living in the Franklin county area. There are services for early intervention and information for summer services for school aged children.
National Autism Association. (2013). National autism association. Retrieved June 15, 2013, from http://nationalautismassociation.org/
This agency works as a support system for families who have a loved one with autism. It engages families in support groups, information, and other community agencies about autism. Some useful tools are the links about autism. It gives detailed descriptions of autism and how it affects someone. It gives options for early intervention and several other intervention options. It also gives advice on safety for someone with autism. There is also a place to become involved with the organization and become an advocate for autism awareness.
National Center for Learning Disabilities, Inc. (2013). National center for learning disabilities. Retrieved June 15, 2013, from http://www.ncld.org
National Center for Learning Disabilities is an organization informing people of learning disabilities. It has information on different types of learning disabilities such as dyslexia. It has valuable information for parents about warning signs, social and emotional support, and a link to understanding Individuals with Disabilities Act (IDEA). It also gives suggestions for at school help for individuals with learning disabilities. There is a list of accommodations and RTI approaches for students. Since this is a national website it has valuable information about current laws guiding education for students with disabilities.
The Arc. (2013). The arc: For people with intellectual and developmental disabilities. Retrieved June 15, 2013, from http://www.thearc.org/page.aspx?pid=2530
This is a national community based organization that advocates for students and adults with intellectual and developmental disabilities. This website provides programs and services in the areas of early intervention, transition, and job training for eligible individuals. The Arc also connects with support agencies for family members of a person with a disability. It provides resources in a variety of areas to inform and educate about disabilities. This website helps families find local chapters in their communities in order to become involved and receive services and support.
Autism One is a non-profit organization supporting and informing individuals with autism and their family members. It offers current news in the world of autism. It is also provides information on conferences about autism. This specific website is run by parents of students with autism. It prides itself on advocating for students and adults with autism. This would be a good website to use when wanting to find more information and support for students with autism.
Center for Law and Education. (n.d.). Center for law and education. Retrieved June 15, 2013, from http://www.cleweb.org
This is a non-profit organization designed to advocate and protect the rights of all children. This informs people of current issues in education and the laws driving education. There is information pertaining to reforms and issues that need to be addressed in school systems. It also has a place to look over legislation in education. There you could look at specific laws and articles pertaining to special education. It is also possible to donate to the organization.
Children and Adults with Attention Deficit and Hyperactivity Disorder. (2013).Children and adults with attention deficit and hyperactivity disorder. Retrieved June 15, 2013, from http://www.chadd.org
This national non-profit organization is an information guide to AD/HD. It gives detailed explanations of AD/HD and how it affects a person with AD/HD. It also gives information about coexisting conditions that may also affect a person with AD/HD. It lists a variety of intervention possibilities for students such as behavioral plans or medication options. The website also has current issues and legislation pertaining to the education of students with AD/HD. The organization helps families become support systems and ideas to do at home to encourage growth. It also gives suggestions on how to approach the evaluation process and begin preparing for an IEP.
Council for Exceptional Children. (n.d.). Council for exceptional children. Retrieved June 15, 2013, from http://www.cec.sped.org
This is an international association advocating and informing about the rights of students with disabilities. This is a professional website that allows for one to gain insight into the world of special education. Not only does it discuss laws and rights of individuals with disabilities in education but also looks at “hot topics” in education, including common core standards, bullying, and response to intervention (RTI). This website also connects you with options to read journal articles concerning special education. There is a spot for families to become educated about special needs. There is a link to connect families with others to set-up support systems.
Delaware County Developmental Disabilities. (n.d.). Delaware county developmental disabilities. Retrieved June 15, 2013, from http://www.dcbdd.org
This is a community agency that works for promoting self-determination skills for students with disabilities. It provides assistance for families in the areas of medical to educational. It is a great support system for parents with students with disabilities. There are connections to the community and information of events to support student’s growth. It would be important to use this agency if living in the Delaware county area. There are services for early intervention and information for summer services for school aged children.
Franklin County Board of Developmental Disabilities. (n.d.). Franklin county board of developmental disabilities. Retrieved June 15, 2013, from
http://www.fcbdd.org
This is a community agency that works for promoting self-determination skills for students and adults with disabilities. It is affiliated with a variety of agencies including ARC, Children’s Hospital, and Head Start. It provides assistance for families in the areas of medical to educational. It is a great support system for parents with students with disabilities. There are connections to the community and information of events to support student’s growth. It would be important to use this agency if living in the Franklin county area. There are services for early intervention and information for summer services for school aged children.
National Autism Association. (2013). National autism association. Retrieved June 15, 2013, from http://nationalautismassociation.org/
This agency works as a support system for families who have a loved one with autism. It engages families in support groups, information, and other community agencies about autism. Some useful tools are the links about autism. It gives detailed descriptions of autism and how it affects someone. It gives options for early intervention and several other intervention options. It also gives advice on safety for someone with autism. There is also a place to become involved with the organization and become an advocate for autism awareness.
National Center for Learning Disabilities, Inc. (2013). National center for learning disabilities. Retrieved June 15, 2013, from http://www.ncld.org
National Center for Learning Disabilities is an organization informing people of learning disabilities. It has information on different types of learning disabilities such as dyslexia. It has valuable information for parents about warning signs, social and emotional support, and a link to understanding Individuals with Disabilities Act (IDEA). It also gives suggestions for at school help for individuals with learning disabilities. There is a list of accommodations and RTI approaches for students. Since this is a national website it has valuable information about current laws guiding education for students with disabilities.
The Arc. (2013). The arc: For people with intellectual and developmental disabilities. Retrieved June 15, 2013, from http://www.thearc.org/page.aspx?pid=2530
This is a national community based organization that advocates for students and adults with intellectual and developmental disabilities. This website provides programs and services in the areas of early intervention, transition, and job training for eligible individuals. The Arc also connects with support agencies for family members of a person with a disability. It provides resources in a variety of areas to inform and educate about disabilities. This website helps families find local chapters in their communities in order to become involved and receive services and support.
Information
Disability.Gov (n.d.).Information about education. Retrieved June 15, 2013, from https://www.disability.gov/education
This website allows you to search through national, state, and local legislation about laws pertaining to education and students with disabilities. If you search under State and National and click on Ohio, it brings you to a page about information on scholarships, checklists for IEPs, and more information about special education. It also gives links to news and issues involving state and local legislation. You can narrow your search if you are looking for particular information regarding education and disabilities. This site adheres to section 508 which is an official website to the United State Government.
Disability Rights Ohio. (2012). Special education. Retrieved June 15, 2013, from http://www.disabilityrightsohio.org/topic-special-education
This website allows for parents to become advocates for their students with disabilities. It has information about special education and intervention services. It has fact sheets about legislation along with Medicaid in school. It has a link for parents to look over about the legal process of an IEP and how they can reassure their child is getting the services and accommodations they need to thrive in school. This site also links to a variety of national and Ohio organizations. This site would be beneficial for a person new to special education.
National Dissemination Center for Children with Disabilities (2012). Categories of disability under IDEA. Retrieved June 15, 2013, from
http://nichcy.org/disability/categories
Under the legislation of Individuals with Disabilities Act (IDEA), there are specific definitions to identify a disability. This website has a list of disabilities recognized by IDEA and their definitions. This would be useful to look over to understand common terminology used in education and Individual Education Plans (IEPs). This also has a link to browse through the rights and services laid out by IDEA for students with qualify. This is information is through the national organization and gives information for infant to school-aged children. This website also has links to community agencies within the different disability categories.
National Dissemination Center for Children with Disabilities. (n.d.). Disability & education laws. Retrieved June 15, 2013, from http://nichcy.org/laws
This is an overview of legislation and current issues in education for students with disabilities. It describes and links you to information concerning IDEA, No Child Left Behind (NCLB), Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA), and Assistive Technology Act (AT). This is a valuable resource when understanding rights and services guaranteed to students with disabilities. There is also a link to read articles about laws and education. This is information is through the national organization and gives information for infant to school-aged children.
Office of Exceptional Children (2013). edResourcesOhio. Retrieved June 15, 2013, from http://www.edresourcesohio.org/
This website is in affiliation with Ohio Department of Education and operated by the Office of Exceptional Children. This website provides information regarding due process laws, mediation, government forms, third grade guarantee, procedural safeguards, operating standards, and IDEA. This website also has a link to the monthly newsletter provided by the Office of Exceptional Children. This website would be beneficial when approaching ETR or IEP meetings.
Ohio Department of Education. (2008). Operating standards for Ohio educational agencies serving children with disabilities. Retrieved June 15, 2013, from
http://education.ohio.gov/getattachment/Topics/Special-Education/Students-with-Disabilities/Operational-Standards-and-Guidance/Operating-Standards-for-Ohio-Educational-Agencies-Serving-Children-with-Disabilities-2008.pdf.aspx
This document sets out the operating standards for education for students with disabilities. That entails everything from free and appropriate education, transition service requirements, definitions of special education, IEPs, and disabilities. This was just revised and created by the use of public comment. These are the rules that have been adopted into the school systems of Ohio when educating and serving students with disabilities. This is important information when it comes to understanding Ohio’s expectations of school systems evaluation processes, intervention services, and transition services for students with disabilities.
Ohio Department of Education. (n.d.). Special education. Retrieved June 15, 2013, from http://education.ohio.gov/Topics/Special-Education
This website is created and funded through Ohio Department of Education (ODE). This has latest news and articles about special education. It has places to ask questions about special education and services provided through ODE. Some of the topics included federal and state requirements, data collection, educating students with disabilities, and preschool special education in Ohio. This site also links a person to other agencies in order to inform parents of special education and resources. Since this is a part of ODE, parents can navigate through the website to find common core standards, assistive technology, and conference opportunities.
Wrightslaw. (2013). Wrightslaw special education law and advocacy . Retrieved June 15, 2013, from http://wrightslaw.com
This free website is to be used to understand current laws and regulations in special education. It covers a variety of topics within specific laws, such as IDEA. This would be a useful site because it allows a person to look at specific court cases under special education and become familiar with IDEA. It also links to a variety of other sources for more information in areas of specific disabilities, IEP, and 504 information.
Research
Byrd, E. S. (2011). Educating and involving parents in the response to intervention process: The school's important role. Teaching exceptional children, 43(3), 32-
39.
This article describes the process that most school systems in Ohio are adopting called response to intervention (RTI). RTI is the process in which levels of intervention services are provided to students with or without disabilities. This article explains the different levels given to students and the type of data collection that would occur in the process. This article has information regarding other websites that give information about the RTI process. It would be beneficial to review the information and the tables placed in the article to become more familiar with RTI.
39.
This article describes the process that most school systems in Ohio are adopting called response to intervention (RTI). RTI is the process in which levels of intervention services are provided to students with or without disabilities. This article explains the different levels given to students and the type of data collection that would occur in the process. This article has information regarding other websites that give information about the RTI process. It would be beneficial to review the information and the tables placed in the article to become more familiar with RTI.
educating_parents_on_rti.pdf |
Cortiella, C. (2011). A parent's guide to response to intervention (RTI). National Center for Learning Disabilities. Retrieved June 10, 2013, from
www.ncld.org/learning-disability-resources/ebooks-guides-toolkits/parent-guide-response-intervention
This is an e-book that is provided by the National Center for Learning Disabilities. This is another resource to better understand the RTI process in the school systems. The authors do a great job of breaking down current terminology and the definitions to help the reader understand the process of special education. The author also gives suggestions of other behavior problems that might be causing a student not to succeed in school and gives suggestions on how to support students. This specific resource gives parent’s perspective of the RTI process. The last piece of information the author gives the read is a sample intervention plan and questions that a parent should be prepared to ask for a student participating in the RTI process.
www.ncld.org/learning-disability-resources/ebooks-guides-toolkits/parent-guide-response-intervention
This is an e-book that is provided by the National Center for Learning Disabilities. This is another resource to better understand the RTI process in the school systems. The authors do a great job of breaking down current terminology and the definitions to help the reader understand the process of special education. The author also gives suggestions of other behavior problems that might be causing a student not to succeed in school and gives suggestions on how to support students. This specific resource gives parent’s perspective of the RTI process. The last piece of information the author gives the read is a sample intervention plan and questions that a parent should be prepared to ask for a student participating in the RTI process.
parents_guide_rti_final_101111-2.pdf |
Freeman, J., & Sugai, G. (2013). Identifying evidence based special education interventions from single subject research. Teaching exceptional children, 45(5),
6-12.
This article describes what is an evidence or research-based intervention. It also describes the process in which teachers select appropriate intervention programs to use for students in the RTI process or special education. The article contains a table that has web resources that have evidence-based interventions and how they have been designed. The article gives the reader a way to also evaluate an evidence based intervention. This information is useful for parents to be involved and understand the effectiveness of each program being used in school.
6-12.
This article describes what is an evidence or research-based intervention. It also describes the process in which teachers select appropriate intervention programs to use for students in the RTI process or special education. The article contains a table that has web resources that have evidence-based interventions and how they have been designed. The article gives the reader a way to also evaluate an evidence based intervention. This information is useful for parents to be involved and understand the effectiveness of each program being used in school.
identifying_evidence_based_interventions.pdf |
Giannelli-Artemie, J. (2004). Book and software review. Journal of special education technology, 19(1), 65-66.
In our specific school district we use the computer program called Lexia. This is a decoding intervention. It works on skills involving sounds and specific spelling patterns. This program also looks at sight word development. This review describes the effectiveness of Lexia with reading. It does however discuss the importance of working with older students; however, it describes the process and activities that are used within the Lexia program. After looking at the website it would be beneficial to read this article to learn about the program’s effectiveness. It can then be evaluated for individual use.
In our specific school district we use the computer program called Lexia. This is a decoding intervention. It works on skills involving sounds and specific spelling patterns. This program also looks at sight word development. This review describes the effectiveness of Lexia with reading. It does however discuss the importance of working with older students; however, it describes the process and activities that are used within the Lexia program. After looking at the website it would be beneficial to read this article to learn about the program’s effectiveness. It can then be evaluated for individual use.
lexia.pdf |
Gorman, A. J. (1997). The 15% solution: literacy and learning disabilities. American libraries, 28(5), 52-53.
This article describes a specific population of students with disabilities. These are students with specific learning disabilities such as dyslexia. It is said the 15% of the population has a learning disability and 60 to 80% of those people have reading disabilities. This article does a great job of explaining that not every program will work for every individual. This is to help parents understand the process in which special educators and other teachers work together to find the correct program for each individual. This article describes specific programs such as Orton-Gillingham and Wilson Reading. It is important to not be discouraged if students are not progress at a certain rate because there are a variety of programs to use.
This article describes a specific population of students with disabilities. These are students with specific learning disabilities such as dyslexia. It is said the 15% of the population has a learning disability and 60 to 80% of those people have reading disabilities. This article does a great job of explaining that not every program will work for every individual. This is to help parents understand the process in which special educators and other teachers work together to find the correct program for each individual. This article describes specific programs such as Orton-Gillingham and Wilson Reading. It is important to not be discouraged if students are not progress at a certain rate because there are a variety of programs to use.
wilson_reading_system.pdf |
Marchand-Martella, N. E., Martella, R. C., Nelson, J. R., Waterbury, L., Shelley, S. A., Cleanthous, C., et al. (2002). Implementation of the sound partners reading
program. Journal of behavioral education, 11(2), 117-130.
This is a study conducted on eleven first grade and ten second grade students with the implementation of Sound Partners. This study proved the effectiveness of the program. Students were assessed in word recognition, word attack skills, and decoding skills. All students increased skills in the area of decoding skills by one standard deviation or more. This is a great study to read if your student is participating in sound partners. It gives detailed descriptions and practices when using Sound Partners.
program. Journal of behavioral education, 11(2), 117-130.
This is a study conducted on eleven first grade and ten second grade students with the implementation of Sound Partners. This study proved the effectiveness of the program. Students were assessed in word recognition, word attack skills, and decoding skills. All students increased skills in the area of decoding skills by one standard deviation or more. This is a great study to read if your student is participating in sound partners. It gives detailed descriptions and practices when using Sound Partners.
sound_partners.pdf |
McClanahan,, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How use of an iPad facilitated reading improvement. Tech trends, 56(3), 20-28.
This is a case study of a student with AD/HD and reading difficulties. The teacher implemented the use of iPads to increase fluency and comprehension. The teacher documented successful programs and rationale for using the technology in intervention services. The results of using the iPad increased the student’s words per minute and comprehension. Although the student was still below grade level in reading, he did make gains in the areas of reading. This is an important case study to read to understand the use of iPads in the intervention program.
This is a case study of a student with AD/HD and reading difficulties. The teacher implemented the use of iPads to increase fluency and comprehension. The teacher documented successful programs and rationale for using the technology in intervention services. The results of using the iPad increased the student’s words per minute and comprehension. Although the student was still below grade level in reading, he did make gains in the areas of reading. This is an important case study to read to understand the use of iPads in the intervention program.
intervention_and_ipads.pdf |
McGraw Hill. (2008). Everyday Mathematics with SRA Number Worlds. Retrieved June 12, 2013, from
www.asdk12.org/depts/titleone/binder/Everyday_math_w_numberworlds.pdf
This is a pacing guide and connection guide to the use of Number Worlds along with the curriculum of Everyday Mathematics. This article uses the idea of RTI and how Number World is implemented into the variety of intervention programs. This is a valuable resource because parents can view the skills being addressed with Everyday Mathematics and how Number Worlds breaks down the skills for successful intervention. One could use this guide for a student participating in Number Worlds, grade level, and skills they can work on at home to increase mastery.
www.asdk12.org/depts/titleone/binder/Everyday_math_w_numberworlds.pdf
This is a pacing guide and connection guide to the use of Number Worlds along with the curriculum of Everyday Mathematics. This article uses the idea of RTI and how Number World is implemented into the variety of intervention programs. This is a valuable resource because parents can view the skills being addressed with Everyday Mathematics and how Number Worlds breaks down the skills for successful intervention. One could use this guide for a student participating in Number Worlds, grade level, and skills they can work on at home to increase mastery.
everyday_math_w_numberworlds.pdf |
McMaster, K. L., Kung, S., Han, I., & Cao, M. (2008). Peer-assisted learning strategies: A "tier 1 "approach to promoting English learners' response to
intervention. Council for exceptional children, 74(2), 194-214.
This is a study of the use of the program called Kindergarten Peer Assisted Learning Strategies (K-PALS). This study looks at the effectiveness of the program and how affects readers above and below grade level. This specific case study looks at the effectiveness with English language learners; however, it is useful and a strategy that is being used with students with disabilities. This study contains information on how the program is used in the RTI process and special education classrooms. It encourages peers to teach each other certain skills when it comes to letter recognition and letter sound fluency. It also works on skills of phonemic awareness. The results of this case study proved that K-PALS is an effective intervention strategy and students increased knowledge in the areas of letter identification and fluency.
intervention. Council for exceptional children, 74(2), 194-214.
This is a study of the use of the program called Kindergarten Peer Assisted Learning Strategies (K-PALS). This study looks at the effectiveness of the program and how affects readers above and below grade level. This specific case study looks at the effectiveness with English language learners; however, it is useful and a strategy that is being used with students with disabilities. This study contains information on how the program is used in the RTI process and special education classrooms. It encourages peers to teach each other certain skills when it comes to letter recognition and letter sound fluency. It also works on skills of phonemic awareness. The results of this case study proved that K-PALS is an effective intervention strategy and students increased knowledge in the areas of letter identification and fluency.
k-pals.pdf |
Patti, A. L., & Miller, K. J. (2011). Using iKidTool software support systems to develop and implement self-monitoring interventions. Rural special education
quarterly, 30(3), 27-32.
This is a study of the successful implementation of the program iKidTools with a student with behavioral disabilities. This program encourages self-monitoring strategies and reward systems for students. This is a valuable article to understand the intervention program of iKidTools. This intervention program is web-based or can be used on the iPad. If a student with emotional/behavioral disabilities is using a behavioral intervention plan (BIP) this may be a program a parent may want to advocate for in the public school system.
quarterly, 30(3), 27-32.
This is a study of the successful implementation of the program iKidTools with a student with behavioral disabilities. This program encourages self-monitoring strategies and reward systems for students. This is a valuable article to understand the intervention program of iKidTools. This intervention program is web-based or can be used on the iPad. If a student with emotional/behavioral disabilities is using a behavioral intervention plan (BIP) this may be a program a parent may want to advocate for in the public school system.
ikids_article.pdf |
Rice, M. (2010). Making Connections reading comprehensions skills and strategies. School specialty intervention. Retrieved June 10, 2013, from
http://eps.schoolspecialty.com/research/research.cfm
This is an article describing the research behind Making Connections when used with students with disabilities to increase comprehension and fluency skills. It describes the importance of using research-based interventions in the RTI process or special education. It connects Making Connections with the rationale and reasoning for using the programs. It describes how organizations, such as the National Reading Panel, have expectations for intervention programs and how Making Connections fulfills those requirements.
http://eps.schoolspecialty.com/research/research.cfm
This is an article describing the research behind Making Connections when used with students with disabilities to increase comprehension and fluency skills. It describes the importance of using research-based interventions in the RTI process or special education. It connects Making Connections with the rationale and reasoning for using the programs. It describes how organizations, such as the National Reading Panel, have expectations for intervention programs and how Making Connections fulfills those requirements.
mc_research.pdf |
Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham“based reading instruction: A review of the literature. The journal of special
education, 40(3), 171-183.
This is a literature review of the implementation and characteristics of an Orton-Gillingham reading intervention program. The authors look at the effectiveness of the program when used with students with disabilities. Studies that have been done with a variety of students show improvement in the areas of reading compared to other reading programs. A person who has a student participating in an Orton-Gillingham based program can read this article to understand how the program is used, the rationale, and the results of the program with a variety of students.
education, 40(3), 171-183.
This is a literature review of the implementation and characteristics of an Orton-Gillingham reading intervention program. The authors look at the effectiveness of the program when used with students with disabilities. Studies that have been done with a variety of students show improvement in the areas of reading compared to other reading programs. A person who has a student participating in an Orton-Gillingham based program can read this article to understand how the program is used, the rationale, and the results of the program with a variety of students.
orton_gillingham.pdf |
Savaiano, M. E., & Hatton, D. D. (2013). Using repeated reading to improve reading speed and comprehension in students with visual impairments. Journal of
visual impairment and blindness, 107(2), 93-106.
This is the study of the use of repeated reading with students with disabilities. This specific study is used with students with visual disabilities and how repeated readings allow fluency to increase. Even if there is a student without visual disabilities, students with disabilities, such as learning disabilities, benefit from repeated readings in intervention or RTI programs. This article describes the procedures used in repeat reading. Overall, students with disabilities who use repeat readings to increase fluency show gains in the areas of reading and words per minute.
visual impairment and blindness, 107(2), 93-106.
This is the study of the use of repeated reading with students with disabilities. This specific study is used with students with visual disabilities and how repeated readings allow fluency to increase. Even if there is a student without visual disabilities, students with disabilities, such as learning disabilities, benefit from repeated readings in intervention or RTI programs. This article describes the procedures used in repeat reading. Overall, students with disabilities who use repeat readings to increase fluency show gains in the areas of reading and words per minute.
repeat_reading.pdf |
Smith, S. J., & Okolo, C. (2010). Response to intervention and evidence based practices: Where does technology fit?. Learning disability quarterly, 33, 257-272.
This article looks at a variety of technology tools that can be used in intervention programs and evaluates the effectiveness of the programs. It breaks apart the article in intervention areas such as, writing, graphic organizers (a huge tool found on accommodations on IEP for students with disabilities and writing interventions), and explicit instruction in different content areas. The article explains the rationale of intervention services for students with learning disabilities. This is a great resource to find web-based programs to use alongside intervention programs. Use the link below to download a PDF copy of the article.
http://proxy.ashland.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=55486636&site=ehost-live
This article looks at a variety of technology tools that can be used in intervention programs and evaluates the effectiveness of the programs. It breaks apart the article in intervention areas such as, writing, graphic organizers (a huge tool found on accommodations on IEP for students with disabilities and writing interventions), and explicit instruction in different content areas. The article explains the rationale of intervention services for students with learning disabilities. This is a great resource to find web-based programs to use alongside intervention programs. Use the link below to download a PDF copy of the article.
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Waters, H. E., & Boon, R. T. (2011). Teaching money computation skills to high school students with mild intellectual disabilities via the TouchMath program: A multi-sensory approach. Education and training in autism and developmental disabilities, 46(4), 544-555.
This is a study on the effectiveness of the math intervention program, TouchMath, with students with disabilities. In this specific study it looked at the students using TouchMath to solve three digit operations when dealing with money computation. The study compared a variety of students with several baselines. The results of the study proved that the use of TouchMath was effective when solving money computation problems. This is an article that is beneficial for parents to read with a student who is using TouchMath. It gives procedures of the program that allows for better understanding of the intervention program.
touchmath.pdf |