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ERIC Number: EJ793405
Record Type: Journal
Publication Date: 2008-Jun
Pages: 24
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0922-4777
Making "Secondary Intervention" Work in a Three-Tier Responsiveness-to-Intervention Model: Findings from the First-Grade Longitudinal Reading Study of the National Research Center on Learning Disabilities
Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, Joan; Davis, G. Nicole
Reading and Writing: An Interdisciplinary Journal, v21 n4 p413-436 Jun 2008
Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group instruction; and "tertiary intervention" (tier 3) typically denotes most intensive special education. Despite RTI's popularity and promise, there are many questions about how to implement it effectively and efficiently. So, in 2001, the Office of Special Education Programs in the U.S. Department of Education funded the National Research Center on Learning Disabilities to conduct two large-scale, field-based, longitudinal, and experimental RTI studies. Both studies, one in reading and one in math, were conducted at first grade, with annual follow up for 3 years in the reading study and 2 years in the math study. This article summarizes findings from the reading study, which was designed to answer three basic questions about RTI's pivotal secondary intervention: Who should participate in it? What instruction should be conducted to decrease the prevalence of reading disabilities? How should responsiveness and non-responsiveness be defined?
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED560820; ED554441