RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again)

2006 ◽  
Vol 41 (1) ◽  
pp. 99-108 ◽  
Author(s):  
RUSSELL GERSTEN ◽  
JOSEPH A. DIMINO
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
Reading Difficulties

The Promise and Perils of Response to Intervention to Address Disproportionality in Special Education

2016 ◽  
pp. 47-67
Author(s):  
Wendy Cavendish ◽  
Benikia Kressler ◽  
Ana Maria Menda ◽  
Anabel Espinosa
Keyword(s):  
Special Education ◽  
Response To Intervention

Leveraging Professional Development to Prepare General and Special Education Teachers to Teach within Response to Intervention Frameworks

2020 ◽  
pp. 143-162
Author(s):  
Amber Elizabeth Benedict ◽  
Mary T. Brownell ◽  
Cynthia C. Griffin ◽  
Jun Wang ◽  
Jonte A Myers
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Response To Intervention ◽  
Special Education Teachers ◽  
Shared Knowledge ◽  
Instructional Systems

This chapter examines the role professional development (PD) plays in preparing teachers to teach within Response to Intervention (RTI) frameworks, and how future PD efforts might be leveraged to strengthen the preparation of general and special education teachers to coordinate instruction and teach more effectively within multi-tiered instructional systems. This chapter highlights two PD approaches that directly address these issues. Prime Online and Project InSync are two PD innovations that have specifically addressed how PD can be designed to support general and special education teachers in deepening their shared knowledge and improving their ability to enact coordinated instruction across instructional tiers within RTI frameworks.

A transactional perspective on reading difficulties and Response to Intervention

2006 ◽  
Vol 41 (1) ◽  
pp. 117-128 ◽  
Author(s):  
JOHN E. MCENEANEY ◽  
MARY K. LOSE ◽  
ROBERT M. SCHWARTZ
Keyword(s):  
Response To Intervention ◽  
Reading Difficulties

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention

2010 ◽  
Vol 39 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Sharon Vaughn ◽  
Paul T. Cirino ◽  
Jeanne Wanzek ◽  
Jade Wexler ◽  
Jack M. Fletcher ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Response To Intervention ◽  
Reading Difficulties ◽  
School Students ◽  
Secondary Intervention

scholarly journals Response to intervention with older students with reading difficulties

2008 ◽  
Vol 18 (3) ◽  
pp. 338-345 ◽  
Author(s):  
Sharon Vaughn ◽  
Jack M. Fletcher ◽  
David J. Francis ◽  
Carolyn A. Denton ◽  
Jeanne Wanzek ◽  
...  
Keyword(s):  
Response To Intervention ◽  
Reading Difficulties ◽  
Older Students

scholarly journals Special Education in a 4-Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification

2013 ◽  
Vol 28 (3) ◽  
pp. 98-112 ◽  
Author(s):  
Rollanda E. O'Connor ◽  
Kathleen M. Bocian ◽  
Kristen D. Beach ◽  
Victoria Sanchez ◽  
Lindsay J. Flynn
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
Learning Disability
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