ERIC Number: EJ937323
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Response to Intervention: A Research-Based Summary
Hughes, Charles A.; Dexter, Douglas D.
Theory Into Practice, v50 n1 p4-11 2011
Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing, models of RTI that can be used by school systems and the topic of RTI is frequently written about in educational journals and spoken about at professional conferences. The purpose of this article is to provide the reader with a summary of the research base related to the typical components of the RTI process, as well as the evidence base for RTI when implemented in its entirety. (Contains 1 table.)
Descriptors: Evidence, Early Intervention, Learning Disabilities, Response to Intervention, Educational Diagnosis, Program Implementation, Educational Research, Synthesis, Federal Legislation, Models, Program Descriptions, Best Practices, Reading Instruction, At Risk Students, Technical Assistance, Special Needs Students, Special Education, Instructional Effectiveness, Educational Strategies, Disability Identification, Educational Policy, Intelligence Quotient, Core Curriculum, Beginning Reading
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: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A