ERIC Number: EJ886408
Record Type: Journal
Publication Date: 2010
Reference Count: 13
Rethinking Response to Intervention at Middle and High School
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.
School Psychology Review, v39 n1 p22-28 2010
This article presents the authors' response to Sharon Vaughn and colleagues' article "Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention." In Vaughn et al. article, a study in which they provided professional development to content area teachers, with the goal of integrating vocabulary and reading comprehension instruction throughout the school day in Tier 1 was described. With this ambitious randomized control trial, they examined the efficacy of a response to intervention (RTI) Tier 2 intervention at sixth grade. The authors conclude that Vaughn et al. do an admirable job of discussing and contextualizing these findings, and they clarify another factor possibly contributing to their modest result: A disproportionate number of students in the business-as-usual condition received a second level of prevention activities designed and implemented by their own schools.
Descriptors: Reading Comprehension, Reading Difficulties, Intervention, Grade 6, Formative Evaluation, High School Students, Middle School Students, Integrated Curriculum, Vocabulary, Reading Instruction, Disproportionate Representation, Prevention, Content Area Reading
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Publication Type: Journal Articles; Opinion Papers
Education Level: Grade 6; High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A