TY - JOUR
T1 - Implementing response to intervention
T2 - The synergy of beginning reading instruction and early intervening services
AU - Otaiba, Stephanie Al
AU - Connor, Carol Mac Donald
AU - Foorman, Barbara
AU - Greulich, Luana
AU - Folsom, Jessica S.
N1 - Funding Information:
The authors would like to thank the University of Indonesia for financial support for this research under the Pit9 Grant, under the contract number: NKB-0072/UN2.R3.1/HKP.05.00/2019.
PY - 2009
Y1 - 2009
N2 - 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.
AB - 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.
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U2 - 10.1108/S0735-004X(2009)0000022012
DO - 10.1108/S0735-004X(2009)0000022012
M3 - Article
AN - SCOPUS:84856776760
SN - 0735-004X
VL - 22
SP - 291
EP - 316
JO - Advances in Learning and Behavioral Disabilities
JF - Advances in Learning and Behavioral Disabilities
ER -