Response to Intervention (RTI): What Teachers of Reading Need to Know

Autor/inn/en	Mesmer, Eric M.; Mesmer, Heidi Anne E.
Titel	Response to Intervention (RTI): What Teachers of Reading Need to Know
Quelle	In: Reading Teacher, 62 (2008) 4, S.280-290 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.62.4.1
Schlagwörter	Intervention; Learning Disabilities; Reading Teachers; Disability Identification; Professional Associations; Educational Legislation; Federal Legislation; Reading Difficulties; Case Studies; Special Education; Vignettes + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Bildungsrecht; Schulgesetz; Bundesrecht; Reading difficulty; Leseschwierigkeit; Case study; Fallstudie; Case Study; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Since the reauthorization of the Individuals With Disabilities Education Act (2004), the use of Response to Intervention (RTI) in the identification of students suspected of having learning disabilities has been legitimized. Several professional organizations, including the International Reading Association (IRA), have recognized the importance of RTI. Reading teachers need to understand RTI because it has implications for their work with struggling readers. The purpose of this article is to provide readers with an overview of the RTI process, including the background and rationale, the law, and one process for implementing RTI. A case study illustrates this procedure and both the strengths of and unanswered questions about RTI are discussed. (Contains 3 tables and 4 figures.) (As Provided).
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