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ERIC Number: EJ933645
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1087-3414
Critical Characteristics of a Three Tiered Model Applied to Reading Interventions
Christo, Catherine
California School Psychologist, v10 p33-44 2005
The purpose of this article is to provide the reader with a conceptual understanding of the key elements in a three tiered Response to Intervention (RTI) model. The three tiered model is discussed in terms of how it would be applied in implementing an intervention program to promote the development of reading. The characteristics of interventions, criteria for determining the delivery of services and the role of the school psychologist at each stage are discussed. The article concludes that RTI models are excellent approaches for designing intervention programs and school psychologists have a key role to play in helping to design and implement such programs. Concerns regarding the implementation of such models are noted.
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001