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The purpose of this study was to review and critically align the Fairview (FV) reading intervention protocols with research and best practices in ASL/English bilingual education, and to determine its appropriateness across methodological/philosophical delivery options. Results of two action research studies highlight implementation techniques in diverse settings and provide insight into Fairview’s viability as a bilingual intervention. Individual student progress results across all five components and summary scores across classrooms demonstrate statistically significant differences in student outcomes from pre to post tests. Progress on the Adapted Dolch and Bridge Lists yielded the most significant differences

Utilizing Fairview as a Bilingual Response to Intervention (RTI): Comprehensive Curriculum Review with Supporting Data