Early Identification and Intervention to Prevent Reading Failure: A Response to Intervention (RTI) Initiative

Autor/in	Siegel, Linda S.
Titel	Early Identification and Intervention to Prevent Reading Failure: A Response to Intervention (RTI) Initiative
Quelle	In: Educational and Developmental Psychologist, 37 (2020) 2, S.140-146 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1017/edp.2020.21
Schlagwörter	Identification; Response to Intervention; Reading Failure; Reading Skills; Reading Difficulties + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Reading disability; Reading weakness; Leseschwäche; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit
Abstract	This article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students' first language on learning to read in English and the benefits of bilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01