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ERIC Number: EJ820652
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0034-0561
Response to Intervention (RTI): What Teachers of Reading Need to Know
Mesmer, Eric M.; Mesmer, Heidi Anne E.
Reading Teacher, v62 n4 p280-290 Dec 2008
Since the reauthorization of the Individuals With Disabilities Education Act (2004), the use of Response to Intervention (RTI) in the identification of students suspected of having learning disabilities has been legitimized. Several professional organizations, including the International Reading Association (IRA), have recognized the importance of RTI. Reading teachers need to understand RTI because it has implications for their work with struggling readers. The purpose of this article is to provide readers with an overview of the RTI process, including the background and rationale, the law, and one process for implementing RTI. A case study illustrates this procedure and both the strengths of and unanswered questions about RTI are discussed. (Contains 3 tables and 4 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Individuals with Disabilities Education Act