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A Child's Response to Intervention Requires a Responsive Teacher of Reading
Author(s) -
Lose Mary K.
Publication year - 2007
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 - 10.1598/rt.61.3.9
Subject(s) - response to intervention , reading (process) , psychology , intervention (counseling) , literacy , mathematics education , pedagogy , special education , emergent literacy , no child left behind , linguistics , philosophy , accountability , psychiatry , political science , law
There are a number of principles that teachers of reading and administrators need to keep in mind to ensure that Response to Intervention (RTI) enables struggling literacy learners to achieve success within the provisions of the reauthorized Individuals with Disabilities Education Improvement Act (IDEA). The author argues for evidence‐based RTI approaches that emphasize teacher expertise and sustained teacher development, that are scalable, and that can be implemented immediately by education systems.