W2_Reading

The following concept maps highlight some of the key aspects of four articles selected for my action research project:

The first article by Tanner is entitled, "Music and the Special Learner." This article shares that a balanced music curriculum can be a valuable assistance for those with learning disabilities.

Tanner, D. (2001). Music and the special learner. Education, (101)1. Retrieved from Academic Search Complete.

The second article by Wiggins highlights the connections between music and literacy. Drawing from various sources, Wiggins talks about the parallels within these two disciplines and how each seem to supplement the other.

Wiggins, D. (2007). Pre-K music and the emergent reader: promoting literacy in a music-enriched environment. Early Childhood Education Journal, (35)1, 55-64. doi:10.1007/s10643-007-0167-6.

The third article, written by Wanzek and Vaughn, focuses on reading intervention. Many times the word intensity is utilized in this RTI model, and the authors describe it in some detail as decreasing the group size for instruction and increasing the amount of time in instruction. Also, it is mentioned that students make their highest gains early into the intervention.

Wanzek, J. & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41(2), 126-142. Retrieved September 20, 2010 from Academic Search Complete.

This final article has been circulated in my building as we work to implement this RTI model. This writing, published this month in Educational Leadership highlights the "why" behind these efforts. The authors suggest a problem solving team including any and all stakeholders involved and focused on evaluating the teaching practices reaching students.

Buffum, A., Matto, M., & Weber, C. (2010). The why behind RTI. Educational Leadership, 68(2), 10-16. Retrieved October 1, 2010 from Academic Search Complete Premier database.