Children enter school with meaningful differences in vocabulary knowledge, and the vocabulary gap grows larger in the early grades. MTSS or RTI systems hold promise for transforming classrooms and schools by increasing the effectiveness of vocabulary instruction for at-risk students. This session describes a program of research supporting vocabulary development within an MTSS framework. Findings suggest that teachers and schools can narrow the vocabulary gap when they increase the intensity of instruction and intervention.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
Disclosure: Michael Coyne and Sharon Ware have no relevant financial or nonfinancial relationships to disclose.
Professor, Neag School of Education,
University of Connecticut