... basal stories KAREN K. WIXSON The University of Michigan ... Dos m6todos diferentes de instru... more ... basal stories KAREN K. WIXSON The University of Michigan ... Dos m6todos diferentes de instrucci6n fueron utilizados. La muestra consisti6 de 120 lectores de quinto afio de habilidad promedio y por arriba del promedio, los cuales participaron en las sesiones de dos grupos. ...
Karen Wixson, Guest Editor Response to Intervention (RTI) is an alternative to the discrepancy ap... more Karen Wixson, Guest Editor Response to Intervention (RTI) is an alternative to the discrepancy approach used for the identification of students with specific learning disabilities that was written into law in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). The RTI approach to identifying learning disabilities rests heavily on the ability of general educators to prevent serious learning difficulties by meeting the needs of the overwhelming majority of their students. Although RTI is commonly considered a general education initiative, the bulk of what has been written about it is both by and for school psychologists and special educators. As a result, there is a lack of information that is more directly relevant to the needs and concerns of general educators. This themed issue is designed to address this need by publishing papers written from a variety of perspectives on RTI-related theory and research. We are particularly interested in promoting professional dialogue about the value and challenges of using RTI approaches to address students’ needs in the areas of reading and mathematics in general education contexts. The special issue might include papers on a range of topics, such as comparisons among different approaches to RTI in different contexts, school-wide initiatives and collaborations, approaches to differentiated core instruction, instructionally meaningful assessment and progress monitoring, methods to address the needs of students from culturally and linguistically diverse backgrounds, educative professional development for in-service teachers, and the role of school and district administrators. We are particularly interested in evidence-
Learning to read is a foundation for literacy and a gateway to education. Because it is an import... more Learning to read is a foundation for literacy and a gateway to education. Because it is an important objective for elementary education, the methods and materials used to teach students to read are continuously reevaluated. It is important to recognize that many people with diverse agendas and criteria for evaluation examine reading instruction. Sometimes they reach different conclusions and argue for divergent types of reform. Teachers want pragmatic methods of instruction, researchers want particular skills taught, parents want evidence of high achievement, and publishers want to make a profit. Many voices compete for attention wherever decisions about reading instruction are made. Why are American educators so concerned with evaluating and reforming reading instruction? Several forces are at work. First, Americans are dissatisfied with their children's academic achievement. National reports (e.g., the National Commission's Nation at Risk, 1983), surveys (e.g., National Assessment of Educational Progress, 1981), and international comparisons (e.g., Stevenson, Stigler, Lucker, Lee, Hsu, & Kitamura, 1982) have revealed that many American schoolchildren have not learned to read very well. Second, studies of teachers and current reading materials have revealed that essential skills of reading are often not taught to students (Anderson, Osborn, & Tierney, 1984). Third, research during the past 20 years in reading, cognitive psychology, linguistics, and child development has provided tremen-
Purpose This clinical focus article explores further the multidimensional view of reading compreh... more Purpose This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment. Method It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors. Result Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation. Conclusion This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.
My life and career can be characterized as a series of roads less travelled. I began my academic ... more My life and career can be characterized as a series of roads less travelled. I began my academic journey as a woman with family responsibilities at a time when the academy was largely dominated by men and women were expected to know their place. I pursued service-oriented scholarship in an environment that favored more basic research. I was unexpectedly thrust into the policy arena as a result of my scholarly pursuits. I became a dean when I had never aspired to this type of leadership. The following describes my journey on these roads and the lessons I learned along the way.
ABSTRACT Response to Intervention (RTI) is an alternative approach to identifying students as lea... more ABSTRACT Response to Intervention (RTI) is an alternative approach to identifying students as learning disabled (LD) that was written into law with the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). In this introduction to the special issue, RTI is viewed as a comprehensive, systemic approach to teaching and learning designed to address learning problems for all students through increasingly differentiated and intensified assessment and instruction. Within this context, this introduction provides a description of the articles accepted for this special issue, which address a range of important topics including perspectives on RTI, core instruction, assessment, intervention, and coordination of services. The reader is asked to consider these articles within the larger context of RTI as a system of assessment and instruction that is intended to address the needs of all students across the age span and from diverse cultural and linguistic backgrounds.
... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,R... more ... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,Royal Oak Schools, Michigan ... Boston: Houghton Mifflin. Smith, Frank. ... Even in my embarrassing Hemingway imitations, how-ever, he found something, to encourage. ...
Classroom reading activities take place in a variety of settings (eg, reading group vs. social st... more Classroom reading activities take place in a variety of settings (eg, reading group vs. social studies class), in different forms (eg, main idea worksheets vs. end-of-chapter questions), and for different purposes (eg, to acquire new reading skills vs. to learn information). In addition, the demands of classroom reading assignments vary with each teacher's expectations. Therefore the student's perception of these activities is impor tant to our picture of that child's comprehension skill. This article describes an individual interview procedure ...
... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,R... more ... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,Royal Oak Schools, Michigan ... Boston: Houghton Mifflin. Smith, Frank. ... Even in my embarrassing Hemingway imitations, how-ever, he found something, to encourage. ...
Page 1. Questions about a text: What you ask about is what children learn Teachers' question... more Page 1. Questions about a text: What you ask about is what children learn Teachers' questions influence both the sorts of inferences that fifth graders will draw from a text and how well the students integrate the new information with what they already know. ...
... basal stories KAREN K. WIXSON The University of Michigan ... Dos m6todos diferentes de instru... more ... basal stories KAREN K. WIXSON The University of Michigan ... Dos m6todos diferentes de instrucci6n fueron utilizados. La muestra consisti6 de 120 lectores de quinto afio de habilidad promedio y por arriba del promedio, los cuales participaron en las sesiones de dos grupos. ...
Karen Wixson, Guest Editor Response to Intervention (RTI) is an alternative to the discrepancy ap... more Karen Wixson, Guest Editor Response to Intervention (RTI) is an alternative to the discrepancy approach used for the identification of students with specific learning disabilities that was written into law in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). The RTI approach to identifying learning disabilities rests heavily on the ability of general educators to prevent serious learning difficulties by meeting the needs of the overwhelming majority of their students. Although RTI is commonly considered a general education initiative, the bulk of what has been written about it is both by and for school psychologists and special educators. As a result, there is a lack of information that is more directly relevant to the needs and concerns of general educators. This themed issue is designed to address this need by publishing papers written from a variety of perspectives on RTI-related theory and research. We are particularly interested in promoting professional dialogue about the value and challenges of using RTI approaches to address students’ needs in the areas of reading and mathematics in general education contexts. The special issue might include papers on a range of topics, such as comparisons among different approaches to RTI in different contexts, school-wide initiatives and collaborations, approaches to differentiated core instruction, instructionally meaningful assessment and progress monitoring, methods to address the needs of students from culturally and linguistically diverse backgrounds, educative professional development for in-service teachers, and the role of school and district administrators. We are particularly interested in evidence-
Learning to read is a foundation for literacy and a gateway to education. Because it is an import... more Learning to read is a foundation for literacy and a gateway to education. Because it is an important objective for elementary education, the methods and materials used to teach students to read are continuously reevaluated. It is important to recognize that many people with diverse agendas and criteria for evaluation examine reading instruction. Sometimes they reach different conclusions and argue for divergent types of reform. Teachers want pragmatic methods of instruction, researchers want particular skills taught, parents want evidence of high achievement, and publishers want to make a profit. Many voices compete for attention wherever decisions about reading instruction are made. Why are American educators so concerned with evaluating and reforming reading instruction? Several forces are at work. First, Americans are dissatisfied with their children's academic achievement. National reports (e.g., the National Commission's Nation at Risk, 1983), surveys (e.g., National Assessment of Educational Progress, 1981), and international comparisons (e.g., Stevenson, Stigler, Lucker, Lee, Hsu, & Kitamura, 1982) have revealed that many American schoolchildren have not learned to read very well. Second, studies of teachers and current reading materials have revealed that essential skills of reading are often not taught to students (Anderson, Osborn, & Tierney, 1984). Third, research during the past 20 years in reading, cognitive psychology, linguistics, and child development has provided tremen-
Purpose This clinical focus article explores further the multidimensional view of reading compreh... more Purpose This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment. Method It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors. Result Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation. Conclusion This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.
My life and career can be characterized as a series of roads less travelled. I began my academic ... more My life and career can be characterized as a series of roads less travelled. I began my academic journey as a woman with family responsibilities at a time when the academy was largely dominated by men and women were expected to know their place. I pursued service-oriented scholarship in an environment that favored more basic research. I was unexpectedly thrust into the policy arena as a result of my scholarly pursuits. I became a dean when I had never aspired to this type of leadership. The following describes my journey on these roads and the lessons I learned along the way.
ABSTRACT Response to Intervention (RTI) is an alternative approach to identifying students as lea... more ABSTRACT Response to Intervention (RTI) is an alternative approach to identifying students as learning disabled (LD) that was written into law with the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). In this introduction to the special issue, RTI is viewed as a comprehensive, systemic approach to teaching and learning designed to address learning problems for all students through increasingly differentiated and intensified assessment and instruction. Within this context, this introduction provides a description of the articles accepted for this special issue, which address a range of important topics including perspectives on RTI, core instruction, assessment, intervention, and coordination of services. The reader is asked to consider these articles within the larger context of RTI as a system of assessment and instruction that is intended to address the needs of all students across the age span and from diverse cultural and linguistic backgrounds.
... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,R... more ... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,Royal Oak Schools, Michigan ... Boston: Houghton Mifflin. Smith, Frank. ... Even in my embarrassing Hemingway imitations, how-ever, he found something, to encourage. ...
Classroom reading activities take place in a variety of settings (eg, reading group vs. social st... more Classroom reading activities take place in a variety of settings (eg, reading group vs. social studies class), in different forms (eg, main idea worksheets vs. end-of-chapter questions), and for different purposes (eg, to acquire new reading skills vs. to learn information). In addition, the demands of classroom reading assignments vary with each teacher's expectations. Therefore the student's perception of these activities is impor tant to our picture of that child's comprehension skill. This article describes an individual interview procedure ...
... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,R... more ... KAREN K. WIXSON and PATRICIA L. STOCK, University of MichiganAnn Arbor BARBARA J. ROBINSON,Royal Oak Schools, Michigan ... Boston: Houghton Mifflin. Smith, Frank. ... Even in my embarrassing Hemingway imitations, how-ever, he found something, to encourage. ...
Page 1. Questions about a text: What you ask about is what children learn Teachers' question... more Page 1. Questions about a text: What you ask about is what children learn Teachers' questions influence both the sorts of inferences that fifth graders will draw from a text and how well the students integrate the new information with what they already know. ...
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