ERIC Number: EJ871962
Record Type: Journal
Publication Date: 2010-Jan
Abstractor: As Provided
Reference Count: 62
The Prevention Science of Reading Research within a Response-to-Intervention Model
Lembke, Erica S.; McMaster, Kristen L.; Stecker, Pamela M.
Psychology in the Schools, v47 n1 p22-35 Jan 2010
The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for reading-related learning disabilities. Next, reading risk is defined and discussed, including prevalence, antecedents, and how risk is assessed through universal screening and progress monitoring. Existing literature on the use of RTI models in reading is summarized, including small- and large-scale implementation studies. Finally, future research directions in the area of reading within an RTI model are discussed.
Descriptors: Reading Difficulties, Intervention, Reading Research, Prevention, Learning Disabilities, Reading Instruction, Models, At Risk Students, Public Schools, Problem Solving, Screening Tests, Kindergarten, Grade 1, Incidence, Evaluation Methods
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: email@example.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Kindergarten
Authoring Institution: N/A
Identifiers - Location: Minnesota