Variations in RTI Literacy Implementation in Grades 6-12: A National Study

Autor/inn/en	Savitz, Rachelle S.; Allen, Abigail A.; Brown, Christy
Titel	Variations in RTI Literacy Implementation in Grades 6-12: A National Study
Quelle	In: Literacy Research and Instruction, 61 (2022) 1, S.18-40 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2021.1887416
Schlagwörter	Response to Intervention; Literacy Education; Program Implementation; Secondary School Teachers; National Surveys; Teacher Surveys; Regional Characteristics; Differences; Educational Policy; State Policy + Suchen Sie Ihr Suchwort? Regionaler Faktor; Unterscheiden; Politics of education; Bildungspolitik
Abstract	Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01