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ERIC Number: EJ898485
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0040-0599
Response to Intervention by a Child with a Severe Reading Disability: A Case Study
Legere, Elizabeth J.; Conca, Lydia M.
TEACHING Exceptional Children, v43 n1 p32-39 Sep-Oct 2010
Within a short time span, response to intervention (RTI) has altered how educators serve students with reading difficulties. Its impact is most evident at the primary level, where the focus is on limiting referrals to special education by preventing reading difficulties. Educators have paid less attention to exploring how to use RTI with older elementary-aged students who experience severe reading difficulty. For that population of students, motivational issues often compound reading problems and prevention techniques have not been successful. This article applies basic RTI principles to constructing, implementing, and evaluating an individualized reading intervention program for a fourth-grade student, Mike, with a learning disability (LD) who has secondary challenges in behavior and attention. It describes Mike's fourth-grade school year, one that was ultimately satisfying for Mike as a reader and as a learner. (Contains 1 table and 1 figure.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED544197