ERIC Number: EJ866363
Record Type: Journal
Publication Date: 2009-Dec
Reference Count: 45
Response to Intervention or Responsive Instruction? Challenges and Possibilities of Response to Intervention for Adolescent Literacy
Brozo, William G.
Journal of Adolescent & Adult Literacy, v53 n4 p277-281 Dec 2009
It is difficult to deny that many U.S. middle and high school students are in need of special literacy supports. Several indicators of declining literacy achievement have shifted national attention toward struggling and striving adolescent readers. More than ever, secondary schools are under enormous pressure to find ways of improving performance for these youth. Then came reauthorization of the Individuals With Disabilities Education Act (IDEA; U.S. Department of Education, 2004), which contains regulations for a Response to Intervention (RTI) approach for identifying students who may be eligible for specific learning disability services. Almost overnight, countless secondary schools across the United States that previously had no structured literacy programs have been adopting the RTI model. Nonetheless, in spite of the lack of scientific evidence for secondary level RTI, numerous middle and high schools across the United States are moving ahead with three-tier approaches to instructional intervention. Given this state of affairs, the author proposes that three essential questions should be asked by secondary teachers, administrators, and literacy professionals when considering whether and how to structure RTI-like programs for adolescents: (1) Is RTI a feasible structure for secondary literacy?; (2) Is RTI the most effective model for a comprehensive secondary literacy program?; and (3) Can RTI provide responsive literacy instruction for all students?
Descriptors: Secondary Schools, Intervention, Learning Disabilities, Literacy, Teaching Methods, Adolescents, Middle School Students, High School Students, Educational Improvement, Secondary School Teachers, Dropouts, Federal Legislation, Reading Instruction, Reading Programs
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Publication Type: Journal Articles; Opinion Papers
Education Level: High Schools; Middle Schools
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act