Introduction to Response to Intervention: What, Why, and How Valid Is It?

Autor/inn/en	Fuchs, Douglas; Fuchs, Lynn S.
Titel	Introduction to Response to Intervention: What, Why, and How Valid Is It?
Quelle	In: Reading Research Quarterly, 41 (2006) 1, S.93-99 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Early Intervention; Learning Disabilities; Intelligence Quotient; Legislation; High Risk Students; Disability Identification; Reading Consultants; Instructional Effectiveness; Academic Achievement; Educational Assessment; Reading Instruction; Problem Solving + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Intelligenzquotient; Gesetzgebungslehre; Problemschüler; Unterrichtserfolg; Schulleistung; Education; assessment; Bewertungssystem; Leseunterricht; Problemlösen
Abstract	On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act (IDEA, 2004). The revised law is different from the previous version in at least one important respect. Whereas practitioners were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities (LD), they now may use "Response to Intervention," or RTI, a new, alternative method. It is also a means of providing early intervention to all children at risk for school failure. In this article, the authors explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification. (ERIC).
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