Literaturnachweis - Detailanzeige
| Autor/in | Lose, Mary K. |
|---|---|
| Titel | A Child's Response to Intervention Requires a Responsive Teacher of Reading |
| Quelle | In: Reading Teacher, 61 (2007) 3, S.276-279 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.61.3.9 |
| Schlagwörter | Stellungnahme; Literacy Education; Early Intervention; Disabilities; Responses; Children; Reading Instruction; Reading Teachers; Federal Legislation; Teacher Competencies; Faculty Development; Educational Legislation; High Risk Students |
| Abstract | There are a number of principles that teachers of reading and administrators need to keep in mind to ensure that Response to Intervention (RTI) enables struggling literacy learners to achieve success within the provisions of the reauthorized Individuals with Disabilities Education Improvement Act (IDEA). The author argues for evidence-based RTI approaches that emphasize teacher expertise and sustained teacher development, that are scalable, and that can be implemented immediately by education systems. (Author). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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