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Otaiba, S. A., Wanzek, J., & Yovanoff, P. (2015). Response to Intervention. European Scientific Journal. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26877787
The purpose of this interdisciplinary paper is to describe Response to Intervention (RTI), or multi-tier systems of support, for early literacy to improve reading outcomes for students with or at risk for reading disability. First we review the current US policy on RTI for the purpose of early literacy intervention and for identification of reading disabilities. We situate this within recent efforts in developing countries supported by the World Bank and the Early Grade Reading Assessments. Then, we highlight a large experimental study we conducted with first graders and provide findings from a third grade follow up. We conclude with implications for research, practice, and policy.
Early literacy intervention, Assessment, Educational policy, Response to intervention
Identifier
FSU_pmch_26877787
PMC4750400
26877787
Language
English
Otaiba, S. A., Wanzek, J., & Yovanoff, P. (2015). Response to Intervention. European Scientific Journal. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26877787
