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Response to Intervention
Author(s) -
Dougherty Stahl Katherine A.
Publication year - 2016
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1457
Subject(s) - spelling , response to intervention , psychology , intervention (counseling) , reading (process) , learning disability , psychological intervention , special education , mathematics education , phonemic awareness , pedagogy , developmental psychology , literacy , linguistics , psychiatry , philosophy
Response to Intervention ( RTI ) is a multiple tiered system of instructional interventions that may also serve to identify children with Specific Learning Disabilities (particularly in reading and spelling). This article summarizes the findings of Evaluation of Response to Intervention Practices for Elementary School Reading (Balu, Zhu, Doolittle, Schiller, Jenkins, & Gersten, 2015). It concludes with a list of implications and suggestions for how schools might update and refine their RTI framework based on the federal study's findings.