Abstract
The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-28 |
| Number of pages | 28 |
| Journal | Advances in Learning and Behavioral Disabilities |
| Volume | 23 |
| DOIs | |
| State | Published - 2010 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
- Rehabilitation
Cite this
Response to intervention : Treatment validity and implementation challenges in the primary and middle grades. / Al Otaiba, Stephanie; Calhoon, Mary; Wanzek, Jeanne.
In: Advances in Learning and Behavioral Disabilities, Vol. 23, 2010, p. 1-28.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Response to intervention
T2 - Treatment validity and implementation challenges in the primary and middle grades
AU - Al Otaiba, Stephanie
AU - Calhoon, Mary
AU - Wanzek, Jeanne
PY - 2010
Y1 - 2010
N2 - The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.
AB - The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.
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U2 - 10.1108/S0735-004X(2010)0000023003
DO - 10.1108/S0735-004X(2010)0000023003
M3 - Article
AN - SCOPUS:84856791224
VL - 23
SP - 1
EP - 28
JO - Advances in Learning and Behavioral Disabilities
JF - Advances in Learning and Behavioral Disabilities
SN - 0735-004X
ER -