An RTI Model Support of Early Reading
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摘要
Responsiveness to intervention(RTI)is a multi-tiered system of screening and early intervention for students at risk for academic failure.It provides high-quality instruction or intervention matched to student needs,monitoring progress frequently to make decisions about changes in instruction or goals,and applying child response data to important educational decisions(Stoiber,2014).The reauthorization the Individuals with Disabilities Education Improvement Act(IDEIA,2004)expressed subtle preference for RTI as method to identify students with Learning Disability(LD)(Healy,2005).More and more schools are exploring how to use the RTI model to address academic achievement needs of their students.
Responsiveness to intervention(RTI)is a multi-tiered system of screening and early intervention for students at risk for academic failure.It provides high-quality instruction or intervention matched to student needs,monitoring progress frequently to make decisions about changes in instruction or goals,and applying child response data to important educational decisions(Stoiber,2014).The reauthorization the Individuals with Disabilities Education Improvement Act(IDEIA,2004)expressed subtle preference for RTI as method to identify students with Learning Disability(LD)(Healy,2005).More and more schools are exploring how to use the RTI model to address academic achievement needs of their students.
Responsiveness to intervention(RTI)is a multi-tiered system of screening and early intervention for students at risk for academic failure.It provides high-quality instruction or intervention matched to student needs,monitoring progress frequently to make decisions about changes in instruction or goals,and applying child response data to important educational decisions(Stoiber,2014).The reauthorization the Individuals with Disabilities Education Improvement Act(IDEIA,2004)expressed subtle preference for RTI as method to identify students with Learning Disability(LD)(Healy,2005).More and more schools are exploring how to use the RTI model to address academic achievement needs of their students.
引文
[1]Fuchs,D.,Fuchs,L.S.,&Compton,D.Smart RTI:A NextGeneration Approach to Multilevel Prevention[J].Exceptional Children,2012,78(3):263-279.
[2]Healy,K.,Vanderwood,M.,&Elderston,D.Early Literacy Interventions for English Language Learners:Support for an RTIModel[J].The California School Psychologist,2005(10):55-63.
[3]Hosp,M.K.,MacConnell,K.L.Best Practice in CurriculumBased Evaluation in Early Reading[M].In Harrison,P.L.,&Thomas,A.(Eds.),Best Practices in School Psychology:Databased and Collaborative Decision Making.Bethesda,MD:the NASP,2014:171-186.
[4]Regan,K.S.,Berkeley,S.L.,Huges,M.,&Brady,K.K.Understanding Practitioner Perceptions of Responsiveness to Intervention[J].Learning Disability Quarterly,2015,38(4):234-247.
[5]Stoiber,K.C.A Comprehensive Framework of Multitiered Systems of Support in School Psychology[M].In Harrison,P.L.,&Thomas,A.(Eds.),Best Practices in School Psychology:Data-based and Collaborative Decision Making.Bethesda,MD:the NASP,2014:41-70.
[2]Healy,K.,Vanderwood,M.,&Elderston,D.Early Literacy Interventions for English Language Learners:Support for an RTIModel[J].The California School Psychologist,2005(10):55-63.
[3]Hosp,M.K.,MacConnell,K.L.Best Practice in CurriculumBased Evaluation in Early Reading[M].In Harrison,P.L.,&Thomas,A.(Eds.),Best Practices in School Psychology:Databased and Collaborative Decision Making.Bethesda,MD:the NASP,2014:171-186.
[4]Regan,K.S.,Berkeley,S.L.,Huges,M.,&Brady,K.K.Understanding Practitioner Perceptions of Responsiveness to Intervention[J].Learning Disability Quarterly,2015,38(4):234-247.
[5]Stoiber,K.C.A Comprehensive Framework of Multitiered Systems of Support in School Psychology[M].In Harrison,P.L.,&Thomas,A.(Eds.),Best Practices in School Psychology:Data-based and Collaborative Decision Making.Bethesda,MD:the NASP,2014:41-70.