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What RTI Means for Content Area Teachers
Author(s) -
Lenski Susan
Publication year - 2011
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.00034
Subject(s) - literacy , mathematics education , reading (process) , psychology , psychological intervention , content (measure theory) , intervention (counseling) , pedagogy , teaching method , political science , mathematical analysis , mathematics , psychiatry , law
Response to Intervention ( RTI ) has the potential to have a positive impact on adolescent literacy by requiring content‐area teachers to provide Tier 1 literacy instruction. This commentary suggests that content‐area teachers can help their students improve their content knowledge and literacy skills by providing discipline‐specific strategy instruction in their classes. To do this, content‐area teachers should have a clear understanding of how literacy is used in their discipline and demonstrate those processes for their students. Moreover, content‐area teachers should provide students with more opportunities to read grade‐appropriate texts, differentiate reading materials, and assess literacy progress. Furthermore, content‐area teachers should provide literacy coaches with classroom texts and topics so that Tier‐2 interventions can be coordinated with classroom teaching. These changes in content‐area teaching could make a difference in the literacy achievement of students.