Implementing response to intervention: The synergy of beginning reading instruction and early intervening services

Stephanie Al Otaiba, Carol Mac Donald Connor, Barbara Foorman, Luana Greulich, Jessica S. Folsom

    Research output: Contribution to journalArticle

    3 Scopus citations

    Abstract

    The primary purpose of this chapter is to describe a synergistic "hybrid" model of Response to Intervention (RtI) that combines individualized effective Tier 1 classroom instruction with powerful early intervening services. First, we provide an overview and explain how RtI traditionally has been conceptualized. Next, we illustrate how to implement a hybrid model that focuses on beginning reading instruction and also incorporates additional school-level resources. Finally, we will discuss implementation issues related to identifying children who need additional intervention and propose directions for future research.

    Original languageEnglish (US)
    Pages (from-to)291-316
    Number of pages26
    JournalAdvances in Learning and Behavioral Disabilities
    Volume22
    DOIs
    StatePublished - Dec 1 2009

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    ASJC Scopus subject areas

    • Education
    • Rehabilitation

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