RESPONSE TO INTERVENTION

  • Stephanie Al Otaiba Professor of Teaching and Learning Simmons Endowed Chair Simmons School of Education Southern Methodist University Dallas, Texas, USA
  • Jeanne Wanzek Associate Professor, School of Teacher Education Florida Center for Reading Research Psychology C234U Florida State University
  • Paul Yovanoff Professor of Teaching and Learning Simmons School of Education Southern Methodist University Dallas, Texas, USA

Abstract

The purpose of this interdisciplinary paper is to describe Response to Intervention (RTI), or multi-tier systems of support, for early literacy to improve reading outcomes for students with or at risk for reading disability. First we review the current US policy on RTI for the purpose of early literacy intervention and for identification of reading disabilities. We situate this within recent efforts in developing countries supported by the World Bank and the Early Grade Reading Assessments. Then, we highlight a large experimental study we conducted with first graders and provide findings from a third grade follow up. We conclude with implications for research, practice, and policy.

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Published
2015-05-26
How to Cite
Al Otaiba, S., Wanzek, J., & Yovanoff, P. (2015). RESPONSE TO INTERVENTION. European Scientific Journal, ESJ, 11(10). Retrieved from https://eujournal.org/index.php/esj/article/view/5561