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The prevention science of reading research within a Response‐to‐Intervention model
Author(s) -
Lembke Erica S.,
McMaster Kristen L.,
Stecker Pamela M.
Publication year - 2010
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20449
Subject(s) - reading (process) , response to intervention , psychology , intervention (counseling) , context (archaeology) , learning disability , reading disability , at risk students , special education , mathematics education , developmental psychology , dyslexia , paleontology , psychiatry , political science , law , biology
The purpose of this article is to describe research‐based reading intervention within a Response‐to‐Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for reading‐related learning disabilities. Next, reading risk is defined and discussed, including prevalence, antecedents, and how risk is assessed through universal screening and progress monitoring. Existing literature on the use of RTI models in reading is summarized, including small‐ and large‐scale implementation studies. Finally, future research directions in the area of reading within an RTI model are discussed. © 2009 Wiley Periodicals, Inc.