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ERIC Number: EJ999690
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1046-6819
Three Student Case Examples of Response to Intervention Programming
Dunn, Michael; Browning, Ruth
Learning Disabilities: A Multidisciplinary Journal, v18 n3 p123-133 Fall 2012
Many schools across the United States and Canada are now implementing response-to-intervention (RTI) as a means to address the needs of students who struggle with reading, writing, or math by using dual discrepancy (i.e., low ability and little to no progress over time with targeted intervention programming) as a means to classify for learning disability. This project represents a longitudinal study of a Pacific Northwest elementary school, which designed its own RTI model in 2006 and has worked to implement a tiered-intervention process for literacy skills. Three children represent the purposeful sample as to how they progressed through tiered programming. The authors discuss the school's RTI processes and makes recommendations as to how the model could evolve to better facilitate instruction and assessment as children move through the tiers. (Contains 2 tables and 2 figures.)
Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)