NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ960838
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-3004
What RTI Means for Content Area Teachers
Lenski, Susan
Journal of Adolescent & Adult Literacy, v55 n4 p276-282 Dec 2011-Jan 2012
Response to Intervention (RTI) has the potential to have a positive impact on adolescent literacy by requiring content-area teachers to provide Tier 1 literacy instruction. This commentary suggests that content-area teachers can help their students improve their content knowledge and literacy skills by providing discipline-specific strategy instruction in their classes. To do this, content-area teachers should have a clear understanding of how literacy is used in their discipline and demonstrate those processes for their students. Moreover, content-area teachers should provide students with more opportunities to read grade-appropriate texts, differentiate reading materials, and assess literacy progress. Furthermore, content-area teachers should provide literacy coaches with classroom texts and topics so that Tier-2 interventions can be coordinated with classroom teaching. These changes in content-area teaching could make a difference in the literacy achievement of students.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A