Response to Intervention or Responsive Instruction? Challenges and Possibilities of Response to Intervention for Adolescent Literacy

Autor/in	Brozo, William G.
Titel	Response to Intervention or Responsive Instruction? Challenges and Possibilities of Response to Intervention for Adolescent Literacy
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2009) 4, S.277-281 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.4.1
Schlagwörter	Stellungnahme; Secondary Schools; Intervention; Learning Disabilities; Literacy; Teaching Methods; Adolescents; Middle School Students; High School Students; Educational Improvement; Secondary School Teachers; Dropouts; Federal Legislation; Reading Instruction; Reading Programs + Suchen Sie Ihr Suchwort? Sekundarschule; Learning handicap; Lernbehinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Teaching improvement; Unterrichtsentwicklung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bundesrecht; Leseunterricht
Abstract	It is difficult to deny that many U.S. middle and high school students are in need of special literacy supports. Several indicators of declining literacy achievement have shifted national attention toward struggling and striving adolescent readers. More than ever, secondary schools are under enormous pressure to find ways of improving performance for these youth. Then came reauthorization of the Individuals With Disabilities Education Act (IDEA; U.S. Department of Education, 2004), which contains regulations for a Response to Intervention (RTI) approach for identifying students who may be eligible for specific learning disability services. Almost overnight, countless secondary schools across the United States that previously had no structured literacy programs have been adopting the RTI model. Nonetheless, in spite of the lack of scientific evidence for secondary level RTI, numerous middle and high schools across the United States are moving ahead with three-tier approaches to instructional intervention. Given this state of affairs, the author proposes that three essential questions should be asked by secondary teachers, administrators, and literacy professionals when considering whether and how to structure RTI-like programs for adolescents: (1) Is RTI a feasible structure for secondary literacy?; (2) Is RTI the most effective model for a comprehensive secondary literacy program?; and (3) Can RTI provide responsive literacy instruction for all students? (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