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ERIC Number: ED542604
Record Type: Non-Journal
Publication Date: 2007-Jun
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Using an RTI Model to Guide Early Reading Instruction: Effects on Identification Rates for Students with Learning Disabilities. FCRR Technical Report #7
Torgesen, Joseph K.
Florida Center for Reading Research
The use of the term "response to intervention" focuses on its potential utility for diagnosis of learning disabilities. In this context, "response to intervention" can be understood as a diagnostic approach for determining which students are entitled to special educational services. It is important to notice that the validity of the RTI diagnostic approach for identifying students with learning disabilities depends critically on the quality of the RTI instructional model as it is implemented in a school, or school district. In this brief paper, the author will focus on the impact of the RTI instructional model on rates of identification of students with learning disabilities. The author will present data from a large number of schools in Florida that illustrate the immediate impact this approach to early reading instruction is having on the percentages of students in those schools that are being diagnosed as having a learning disability. (Contains 3 tables.)
Florida Center for Reading Research. Florida State University City Centre Building, 227 North Bronough Street Suite 7250, Tallahassee, FL 32301. Tel: 850-644-9352; Fax: 850-644-9085; e-mail: fcrr@fcrr.org; Web site: http://www.fcrr.org/
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Florida Center for Reading Research