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Response to Intervention or Responsive Instruction? Challenges and Possibilities of Response to Intervention for Adolescent Literacy
Author(s) -
Brozo William G.
Publication year - 2009
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 - 10.1598/jaal.53.4.1
Subject(s) - george (robot) , citation , intervention (counseling) , literacy , information literacy , library science , psychology , computer science , mathematics education , pedagogy , artificial intelligence , psychiatry
In no small way, these and other indicators of declining literacy achievement have shifted national attention toward struggling and striving adolescent readers. More than ever, secondary schools are under enormous pressure to find ways of improving performance for these youth. Then came reauthorization of the Individuals With Disabilities Education Act (IDEA; U.S. Department of Education, 2004), which contains regulations for a Response to Intervention (RTI) approach for identifying students who may be eligible for specific learning disability services. And almost overnight, countless secondary schools across the United States that previously had no structured literacy programs have been adopting the RTI model. RTI commonly involves three tiers of support. The first represents instruction and services available to all students, generally provided at the classroom level. The second targets short-term instruction for small groups of students who need extra help. The third tier represents the most intensive level of instruction and is usually provided in a one-to-one context. Students receive 339