Premium
The Role of Content Literacy in an Effective RTI Program
Author(s) -
Brozo William G.
Publication year - 2010
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.64.2.11
Subject(s) - literacy , reading (process) , psychology , intervention (counseling) , mathematics education , pedagogy , literacy education , response to intervention , special education , linguistics , philosophy , psychiatry
Response to Intervention as a model for an elementary or middle school reading program is predicated on the idea that effective instruction will prevent most reading difficulties from ever occurring. The frontline of prevention is Tier I or the general education classroom. The classroom is also where students should receive high‐quality content literacy instruction. Along with the expanding influence of RTI, the new common core standards with their emphasis on literacy in the service of content learning is likely to exert additional influence on classroom teachers to provide responsive content literacy instruction to all students.