Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.
{"title":"Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services","authors":"Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman","doi":"10.1177/07419325241239662","DOIUrl":"https://doi.org/10.1177/07419325241239662","url":null,"abstract":"Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"143 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140291922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/07419325241237267
Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews
Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held widely varying conceptions of students with EBD, visions for their program, and understandings of their own roles and responsibilities for their programs; collectively, interactions among these gave rise to principals’ senses of agency, both for the program’s capacity to be a causal agent in promoting student growth and their own capacity, as leaders, to improve the program. Our findings indicate the centrality of principals’ conceptions of EBD for how they support self-contained programs for students with EBD, which has important implications for future research and practice regarding principal leadership for special education.
{"title":"Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders","authors":"Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews","doi":"10.1177/07419325241237267","DOIUrl":"https://doi.org/10.1177/07419325241237267","url":null,"abstract":"Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held widely varying conceptions of students with EBD, visions for their program, and understandings of their own roles and responsibilities for their programs; collectively, interactions among these gave rise to principals’ senses of agency, both for the program’s capacity to be a causal agent in promoting student growth and their own capacity, as leaders, to improve the program. Our findings indicate the centrality of principals’ conceptions of EBD for how they support self-contained programs for students with EBD, which has important implications for future research and practice regarding principal leadership for special education.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"2 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140291911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1177/07419325241236378
Samantha E. Goldman, Maria P. Mello
Family–school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family–school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3–21) with autism. Using qualitative analysis, the authors identified seven types of engagement, each of which requires specific supports and has different barriers that may limit their use. These included: (a) collaborative partnership, (b) home-school communication, (c) advocacy, (d) school-based participation, (e) home-based participation, (f) service coordination, and (g) classroom observation. Adding two novel types of family engagement to the existing literature, findings contribute to a conceptualization of school engagement that incorporates the preferences and experiences of diverse parents of children with autism. Implications and directions for future research are discussed.
{"title":"Understanding the Perceptions of School Engagement of Parents of Students With Autism","authors":"Samantha E. Goldman, Maria P. Mello","doi":"10.1177/07419325241236378","DOIUrl":"https://doi.org/10.1177/07419325241236378","url":null,"abstract":"Family–school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family–school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3–21) with autism. Using qualitative analysis, the authors identified seven types of engagement, each of which requires specific supports and has different barriers that may limit their use. These included: (a) collaborative partnership, (b) home-school communication, (c) advocacy, (d) school-based participation, (e) home-based participation, (f) service coordination, and (g) classroom observation. Adding two novel types of family engagement to the existing literature, findings contribute to a conceptualization of school engagement that incorporates the preferences and experiences of diverse parents of children with autism. Implications and directions for future research are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"138 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140162140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1177/07419325241234079
Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisition single-case research design was used to compare student comprehension of nonmodified and modified books for one first-grade and one fourth-grade student with autism and moderate intellectual disability. Findings indicate student comprehension was higher after reading modified grade-level, nonfiction books compared with similarly matched nonmodified books. These findings show students with ESN can access grade-level books in general education settings with individualized modifications. Recommendations for research and practice are shared. These recommendations include a systematic process for identification of the type and intensity of book modifications that may support comprehension for students with ESN.
{"title":"Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs","authors":"Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump","doi":"10.1177/07419325241234079","DOIUrl":"https://doi.org/10.1177/07419325241234079","url":null,"abstract":"Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisition single-case research design was used to compare student comprehension of nonmodified and modified books for one first-grade and one fourth-grade student with autism and moderate intellectual disability. Findings indicate student comprehension was higher after reading modified grade-level, nonfiction books compared with similarly matched nonmodified books. These findings show students with ESN can access grade-level books in general education settings with individualized modifications. Recommendations for research and practice are shared. These recommendations include a systematic process for identification of the type and intensity of book modifications that may support comprehension for students with ESN.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.1177/07419325241234080
Guy Martin, Christopher J. Lemons, Yasmina E. Haddad
Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.
{"title":"The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review","authors":"Guy Martin, Christopher J. Lemons, Yasmina E. Haddad","doi":"10.1177/07419325241234080","DOIUrl":"https://doi.org/10.1177/07419325241234080","url":null,"abstract":"Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"32 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140043718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1177/07419325231226109
Phillandra S. Smith, Beth Myers
Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses and even classroom spaces, navigating access to actual course content remains a challenge for many students and their instructors. Using semi-structured interviews with 10 students with ID at an IPSE program in the northeastern United States, this qualitative study was conducted to examine students’ experiences accessing course content in university courses. We highlight factors that students identified as significant contributors to their ability to access course content and experience success in the courses they took. Findings reveal that the students attribute a positive or negative course experience to course instructors’ relatability and ability to make course content accessible. Students discussed their desire to be viewed as fully matriculated students while receiving support. Implications for practice are provided.
通过发展全纳中学后教育（IPSE）项目，越来越多的智障（ID）学生有机会进入大专院校学习。尽管他们可以进入大专院校的校园甚至教室，但对于许多学生和他们的导师来说，如何接触实际的课程内容仍然是一个挑战。通过对美国东北部一个 IPSE 项目中的 10 名智障学生进行半结构化访谈，本定性研究考察了学生在大学课程中获取课程内容的经历。我们强调了学生们认为对他们获取课程内容的能力和在所选课程中取得成功有重要影响的因素。研究结果表明，学生将积极或消极的课程体验归因于课程教师的亲和力和使课程内容易于理解的能力。学生们讨论了他们希望在获得支持的同时被视为完全合格的学生的愿望。研究还提供了对实践的启示。
{"title":"Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education","authors":"Phillandra S. Smith, Beth Myers","doi":"10.1177/07419325231226109","DOIUrl":"https://doi.org/10.1177/07419325231226109","url":null,"abstract":"Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses and even classroom spaces, navigating access to actual course content remains a challenge for many students and their instructors. Using semi-structured interviews with 10 students with ID at an IPSE program in the northeastern United States, this qualitative study was conducted to examine students’ experiences accessing course content in university courses. We highlight factors that students identified as significant contributors to their ability to access course content and experience success in the courses they took. Findings reveal that the students attribute a positive or negative course experience to course instructors’ relatability and ability to make course content accessible. Students discussed their desire to be viewed as fully matriculated students while receiving support. Implications for practice are provided.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"39 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1177/07419325241226727
Karolyn J. Maurer, Alexandra Sturm, Connie Kasari
This study used longitudinal special education record data from a large urban school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) switched classroom placements between Grades 5 and 9. The highest rate of primary classroom switching to special education occurred in sixth grade and to general education in Grade 9. Results of a hurdle model showed that students educated with alternate curriculum, African American and Hispanic students, and those with an eligibility of Autism, intellectual disability, orthopedic impairment, or emotional disturbance spent less proportion of their school day in general education than students educated with general curriculum, White students, and those with learning disabilities, respectively.
{"title":"Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District","authors":"Karolyn J. Maurer, Alexandra Sturm, Connie Kasari","doi":"10.1177/07419325241226727","DOIUrl":"https://doi.org/10.1177/07419325241226727","url":null,"abstract":"This study used longitudinal special education record data from a large urban school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) switched classroom placements between Grades 5 and 9. The highest rate of primary classroom switching to special education occurred in sixth grade and to general education in Grade 9. Results of a hurdle model showed that students educated with alternate curriculum, African American and Hispanic students, and those with an eligibility of Autism, intellectual disability, orthopedic impairment, or emotional disturbance spent less proportion of their school day in general education than students educated with general curriculum, White students, and those with learning disabilities, respectively.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"42 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-28DOI: 10.1177/07419325231222482
Meka N. McCammon, Katie Wolfe, Ruiqin Gao, Angela Starrett
Data-based decision-making, which involves evaluating students’ progress and making instructional decisions, is an integral competency for preservice teachers. Several studies have found that visual aids, such as decision-making models, may be an effective way to train preservice teachers to make instructional decisions. The purpose of this study was to investigate the effects of a decision-making model, with and without supplemental online instruction, on preservice teachers’ accuracy in identifying data patterns and making data-based decisions. Results showed that participants in both the decision-making model only and online training plus decision-making model groups had greater accuracy compared with participants who received no training. However, there were no significant differences between the two treatment groups, suggesting that the decision-making model may stand alone as an effective intervention to train preservice teachers to identify a data-based decision. Implications for research and practice are discussed.
{"title":"Training Preservice Teachers to Make Data-Based Decisions: A Comparison of Two Interventions","authors":"Meka N. McCammon, Katie Wolfe, Ruiqin Gao, Angela Starrett","doi":"10.1177/07419325231222482","DOIUrl":"https://doi.org/10.1177/07419325231222482","url":null,"abstract":"Data-based decision-making, which involves evaluating students’ progress and making instructional decisions, is an integral competency for preservice teachers. Several studies have found that visual aids, such as decision-making models, may be an effective way to train preservice teachers to make instructional decisions. The purpose of this study was to investigate the effects of a decision-making model, with and without supplemental online instruction, on preservice teachers’ accuracy in identifying data patterns and making data-based decisions. Results showed that participants in both the decision-making model only and online training plus decision-making model groups had greater accuracy compared with participants who received no training. However, there were no significant differences between the two treatment groups, suggesting that the decision-making model may stand alone as an effective intervention to train preservice teachers to identify a data-based decision. Implications for research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"7 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-07DOI: 10.1177/07419325231220625
Michele A. Schutz
Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.
{"title":"Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts","authors":"Michele A. Schutz","doi":"10.1177/07419325231220625","DOIUrl":"https://doi.org/10.1177/07419325231220625","url":null,"abstract":"Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"33 8","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1177/07419325231217313
G. J. Hall, David C. Parker, Peter M. Nelson, Sophia Putzeys
We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.
{"title":"Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity","authors":"G. J. Hall, David C. Parker, Peter M. Nelson, Sophia Putzeys","doi":"10.1177/07419325231217313","DOIUrl":"https://doi.org/10.1177/07419325231217313","url":null,"abstract":"We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"79 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139452208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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