A Meaning-Based Plan for Addressing RTI for Struggling Readers

Autor/in	Johnson, Andrew P.
Titel	A Meaning-Based Plan for Addressing RTI for Struggling Readers
Quelle	In: International Journal of Whole Schooling, 13 (2017) 3, S.88-107 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Response to Intervention; Reading Instruction; Reading Difficulties; Federal Legislation; Equal Education; Disabilities; Educational Legislation; Educational Quality; Teaching Methods; Screening Tests; Progress Monitoring; Goal Orientation; Group Activities; Learning Activities; Decoding (Reading); Neurosciences + Suchen Sie Ihr Suchwort? Leseunterricht; Reading difficulty; Leseschwierigkeit; Bundesrecht; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Screening-Verfahren; Zielorientierung; Zielvorstellung; Gruppenaktivität; Lernaktivität; Dekodierung; Neuroscience; Neurowissenschaften; Neurowissenschaft
Abstract	Reading is creating meaning with print. It makes sense that interventions for struggling readers be similarly meaning-based and take place, to the greatest extent possible, in a general education setting. This article describes a meaning-based Response to Intervention plan that is economical, pragmatic, research-based, and effective. Based on a neurocognitive modeling of reading, this plan provides research-based guidance to schools working to implement Tier I, Tier II, and Tier II interventions for RTI that will enable all students to achieve their full literacy potential. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01