| Session: |
STRAND B, SESSION 1: READING DISABILITIES? READING DIFFICULTIES? DYSLEXIA? MAKING SENSE OF IT ALL
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| Abstract: |
When is a reading difficulty considered a reading disability? What is the difference between reading disability and dyslexia? The answers are not always clear, and they may become even more confusing in a response to intervention (RTI) system. In this session, presenters will discuss the distinctions, including the causes of reading disabilities, and the rationale behind RTI models. (13591)
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| Date/Time: |
April 22, 2010 / 1:15 PM - 2:15 PM
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| Room Number: |
Presidential A
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| Format: |
Lecture
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| Topic Area: |
Response to Intervention
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| Leaders: |
Carolyn Denton, University of Texas Health Science Center, Houston
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| Presenters: |
TBD
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 |
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| Session: |
STRAND B, SESSION 2: TIERED READING INTERVENTIONS IN THE PRIMARY GRADES: WHAT WE HAVE LEARNED
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| Abstract: |
Although many districts are implementing schoolwide reading intervention models, educators have many practical questions. How long should students stay in reading intervention? How should we measure a student’s response to intervention (RTI)? Presenters describe the results of a study including the interventions implemented, student responses to the interventions, lessons learned, and practical implications. (13592)
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| Date/Time: |
April 22, 2010 / 2:30 PM - 3:30 PM
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| Room Number: |
Presidential A
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| Format: |
Lecture
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| Topic Area: |
Response to Intervention
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| Leaders: |
Stephanie Al Otaiba, Florida State University, Tallahassee
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| Presenters: |
Carolyn Denton, University of Texas Health Science Center, Houston
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|
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| Session: |
STRAND B, SESSION 3: FITTING RTI INTO AN ADOLESCENT CONTEXT: INTERVENTION WITH OLDER STUDENTS
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| Abstract: |
Presenters describe two approaches to multi-tiered reading intervention implemented and evaluated as a part of two experimental studies of RTI with struggling readers in the upper elementary and middle school grades. Learn the results of each study including student outcomes, decision rules, guidelines and practical applications for implementing individualized, intensive, intervention to older students in a RTI model. (13593)
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| Date/Time: |
April 22, 2010 / 3:45 PM - 4:45 PM
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| Room Number: |
Presidential A
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| Format: |
Lecture
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| Topic Area: |
Response to Intervention
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| Leaders: |
Deborah Speece, University of Maryland, College Park
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| Presenters: |
Jade Wexler, University of Texas, Austin
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| Session: |
STRAND B, SESSION 4: IDENTIFYING READING DISABILITIES IN AN RTI SYSTEM: ANSWERING YOUR QUESTIONS ABOUT RTI
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| Abstract: |
The presenter will discuss the use of response-to-intervention data in the identification of students with learning disabilities in reading. The session includes a question-and-answer session in which participants may ask questions related to implementing reading interventions at the elementary and middle school levels and the use of data from these interventions to identify students with reading disabilities. (13594)
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| Date/Time: |
April 22, 2010 / 5:00 PM - 6:00 PM
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| Room Number: |
Presidential A
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| Format: |
Lecture
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| Topic Area: |
Response to Intervention
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| Leaders: |
Jack Fletcher, University of Houston, TX
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| Presenters: |
Carolyn Denton, University of Texas Health Science Center, Houston; Jade Wexler, University of Texas, Austin
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