Increasing the Intensity of Intervention in Kindergarten and First Grade

By Rollanda E. O'Connor. 2000

174 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a9afc5a888023810ad53580fd4198591d057deeb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, background): “Common across various intervention studies are a group of students identiﬁed as “treatment resis-tors” or “non-responders”—those students who do not progress despite intensive, research-based instruction (e.g., O’Connor, 2000; Vellutino et al., 1996).”
Prevention and Intervention in Beginning Reading: Two Complex Systems (2001, background): “A schoolwide perspective also facilitates co-ordinated interventions that can support students as they progress through grade levels (O’Connor, 2000; Vellutino et al., 1996).”
Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006, background): “…instruction for students at risk for reading problems is incomplete, there is little question that researchers and educators have made great strides in designing effective interventions for monolingual English students at risk for reading problems (O’Connor, 2000; Torgesen, Mathes, & Grek, 2002).”
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities (2008, methodology): “Virtually all RTI models make use of a multi-tier intervention system (e.g., Al Otaiba & Fuchs, 2006; Fuchs et al., 2005; McMaster, Fuchs, Fuchs, & Compton, 2005; O’Connor, 2000; Vaughn, Linan-Thompson, & Hickman, 2003; Vellutino et al., 1996).”
The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes (2001, background): “Core to this system are instruments that are capable of measuring beginning reading growth functionally and frequently in the complex host environments of schools (O’Connor, 2000; Simmons et al., 2000; Torgesen, 2000) where time is finite and resources are fixed.”
Characteristics of Children Who Are Unresponsive to Early Literacy Intervention (2002, background): “Indeed, investigators have reported that as many as 30% of children who are at risk for reading difficulties (Blachman, 1994, 1997; Brown & Felton, 1990; Juel, 1994; Mathes, Howard, Allen, & Fuchs, 1998; Shannahan & Barr, 1995; Torgesen, Morgan, & Davis, 1992) and as many as 50% of children who have”
What Is Special About Special Education for Students with Learning Disabilities? (2003, methodology): “For example, O’Connor (2000) aimed to reduce reading failure in kindergarteners by providing instruction across four levels that varied in length (number of minutes per session), intensity (number of times per week and group size), and duration (number of weeks).”
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005, background): “This has contributed to researchers’ interest in finding the best ways to identify nonresponders and develop effective interventions to reduce unresponsiveness (e.g., Case, Speece, & Molloy, in press; O’Connor, 2000; Speece & Case, 2001; Vaughn, Linan-Thompson, & Hickman, 2003; Vellutino et al., 199”
Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research (2004, methodology): “In two studies, low phonological awareness skills were used in combination with a “non-reader” description of at-risk status (Qi & O’Connor, 2000; Torgesen, Morgan, & Davis, 1992).”
Effects of Viewing the Television Program Between the Lions on the Emergent Literacy Skills of Young Children (2004, background): “Recent intervention research designed to provide young children with the necessary early literacy skills to succeed in school has reported that changes in preschool emergent literacy environments (see, e.g., Neuman & Roskos, 1997) and teacher-directed (see, e.g., O’Connor, 2000;”
Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill (2003, background): “O’Connor and Jenkins (1999) investigated the predictive validity of kindergarten letter-name fluency for first-grade reading.”
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (2003, background): “Layering instructional support based on the needs of students (Dickson & Bursuck, 1999; O’Connor, 2000) has been implemented as one means of determining whether instruction in reading aimed at reducing reading failure would reduce the number of students referred for special education.”