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 language||English (US)|
|Number of pages||26|
|Journal||Advances in Learning and Behavioral Disabilities|
|State||Published - Dec 1 2009|
ASJC Scopus subject areas