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ERIC Number: EJ900895
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0040-5841
Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools
Ehren, Barbara J.; Deshler, Donald D.; Graner, Patricia Sampson
Theory Into Practice, v49 n4 p315-322 2010
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving approach to RTI. However, a few components may need amplification for the CLC to become a comprehensive RTI system: Universal screening must address all the important aspects of literacy, including writing; schools must develop a broader approach to progress monitoring; schools must pay closer attention to the scope and function of decision-making teams; and, although fluid movement across levels has always been an important component of the CLC, for RTI to work, greater attention to this aspect is needed. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas