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Publication date: 20 April 2010

Mark E. Shelton

1021

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Collection Building, vol. 29 no. 2
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 1 December 1999

Mark E. Shelton

74

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Collection Building, vol. 18 no. 4
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 13 April 2012

Mark E. Shelton

45

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Collection Building, vol. 31 no. 2
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 1 March 2000

Mark E. Shelton

112

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Collection Building, vol. 19 no. 1
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 1 March 2001

Mark E. Shelton

55

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Collection Building, vol. 20 no. 1
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 6 July 2010

Mark E. Shelton

195

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Collection Building, vol. 29 no. 3
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 1 September 2001

Mark E. Shelton

76

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Collection Building, vol. 20 no. 3
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 1 September 2005

Mark E. Shelton

359

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Collection Building, vol. 24 no. 3
Type: Research Article
ISSN: 0160-4953

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Article
Publication date: 13 January 2012

Mark E. Shelton

95

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Collection Building, vol. 31 no. 1
Type: Research Article
ISSN: 0160-4953

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Book part
Publication date: 1 April 2011

Rollanda E. O'Connor and Victoria Sanchez

Response to Intervention (RtI) models require valid assessments for decisions regarding whether a student should receive more intensive intervention, whether interventions improve…

Abstract

Response to Intervention (RtI) models require valid assessments for decisions regarding whether a student should receive more intensive intervention, whether interventions improve performance, whether a student has improved sufficiently to no longer need intervention, or whether a student should be considered for a formal evaluation for special education. We describe assessment tools used currently in RtI models in reading in kindergarten through third grade, along with how these tools function in multiyear implementations of RtI. In addition to the measurement tools, we describe concerns regarding when RtI models are judged for their effects on reading improvement and the attrition that may inflate these results.

Details

Assessment and Intervention
Type: Book
ISBN: 978-0-85724-829-9

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