Making "Secondary Intervention" Work in a Three-Tier Responsiveness-to-Intervention Model: Findings from the First-Grade Longitudinal Reading Study of the National Research Center on Learning Disabilities

Autor/inn/en	Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, Joan; Davis, G. Nicole
Titel	Making "Secondary Intervention" Work in a Three-Tier Responsiveness-to-Intervention Model: Findings from the First-Grade Longitudinal Reading Study of the National Research Center on Learning Disabilities
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 21 (2008) 4, S.413-436 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-007-9083-9
Schlagwörter	Small Group Instruction; Reading Difficulties; Intervention; Learning Disabilities; Grade 1; Special Education; Longitudinal Studies; Reading Instruction; Mathematics Instruction; Models; Federal Aid; Reading Diagnosis; Program Effectiveness; Program Implementation; Educational Strategies + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseunterricht; Mathematics lessons; Mathematikunterricht; Analogiemodell; Lehrstrategie
Abstract	Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group instruction; and "tertiary intervention" (tier 3) typically denotes most intensive special education. Despite RTI's popularity and promise, there are many questions about how to implement it effectively and efficiently. So, in 2001, the Office of Special Education Programs in the U.S. Department of Education funded the National Research Center on Learning Disabilities to conduct two large-scale, field-based, longitudinal, and experimental RTI studies. Both studies, one in reading and one in math, were conducted at first grade, with annual follow up for 3 years in the reading study and 2 years in the math study. This article summarizes findings from the reading study, which was designed to answer three basic questions about RTI's pivotal secondary intervention: Who should participate in it? What instruction should be conducted to decrease the prevalence of reading disabilities? How should responsiveness and non-responsiveness be defined? (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10