Response to Intervention: Is the Sky Falling?

Katherine A. Dougherty Stahl

doi:10.1002/trtr.1457

Response to Intervention: Is the Sky Falling?

Katherine A. Dougherty Stahl

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

Abstract

Response to Intervention (RTI) is a multiple tiered system of instructional interventions that may also serve to identify children with Specific Learning Disabilities (particularly in reading and spelling). This article summarizes the findings of Evaluation of Response to Intervention Practices for Elementary School Reading (Balu, Zhu, Doolittle, Schiller, Jenkins, & Gersten, 2015). It concludes with a list of implications and suggestions for how schools might update and refine their RTI framework based on the federal study's findings.

Original language	English (US)
Pages (from-to)	659-663
Number of pages	5
Journal	Reading Teacher
Volume	69
Issue number	6
DOIs	https://doi.org/10.1002/trtr.1457
State	Published - May 1 2016

Keywords

2-Childhood
Instructional intervention
Screening

ASJC Scopus subject areas

Language and Linguistics
Pharmacology
Linguistics and Language
Pharmacology (medical)

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10.1002/trtr.1457

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Response to Intervention: Is the Sky Falling?

Abstract

Keywords

ASJC Scopus subject areas

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