Back to Search
Start Over
Responsiveness to Intervention in Reading: Architecture and Practices.
- Source :
- Learning Disability Quarterly; Feb2013, Vol. 36 Issue 1, p36-46, 11p
- Publication Year :
- 2013
-
Abstract
- This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models. [ABSTRACT FROM PUBLISHER]
- Subjects :
- ACADEMIC achievement
CHI-squared test
CONCEPTUAL structures
CONFERENCES & conventions
CURRICULUM
ELEMENTARY schools
INTERVIEWING
LEARNING disabilities
QUESTIONNAIRES
READING
SPECIAL education
T-test (Statistics)
JUDGMENT sampling
DATA analysis
TEACHING methods
EDUCATIONAL outcomes
DESCRIPTIVE statistics
CHILDREN
Subjects
Details
- Language :
- English
- ISSN :
- 07319487
- Volume :
- 36
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Learning Disability Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- 84636588
- Full Text :
- https://doi.org/10.1177/0731948712464963