Laura J. Mead, Karen Burke, Lois Lanning, Jennifer F. Mitchell Department of Education and Educational Psychology Western Connecticut State University Abstract This study examined the impact of the Four Powerful Comprehension Strategies (self-regulating, creating meaningful connections, summarizing, and inferring) on…
Response to Intervention: An Instructional Model for Student Success
Melissa Petro, University of Bridgeport Abstract This article describes Response to Intervention (RTI) and Scientific Research-Based Interventions (SRBI). These are two intervention models of reaching out to students who need extra learning or behavioral support. This article focuses on RTI…
Response to Intervention: A Review of the Literature
Diana Sisson and Betsy Sisson Connecticut Association for Reading Research Abstract Federal legislators enacted the Individuals with Disabilities Education Act in 2004 and introduced a new method of academic intervention known as Response to Intervention (RtI) which marked a turning…
Connecticut High School Teachers’ Knowledge, Needs, and Expertise in Teaching the New Literacies of the Internet and other Technologies: A Summary of the Connecticut Association for Reading Research Investigation
Julia Kara-Soteriou, Catherine Kurkjian Co-chairs of CARR Research Committee This Connecticut Association for Reading Research (CARR) investigation focuses on what reading scholars refer to as New Literacies (Lankshear & Knobel, 2003; Leu, Kinzer, Coiro, & Cammack, 2004) of the Internet…
An Analysis of Writing Performance in Grades 1, 3, and 5
Keely Edwards Abstract This study examined writing samples in grades 1, 3, and 5 for organization, imagination and content focus, word choice and sentence fluency. Participants in this study were students (n= 93) in grades 1, 3, and 5 that…