An RTI Model Support of Early Reading

• 作者: 闫淑梅
• 来源期刊: 海外英语
• 学科: 文学
• 关键词: RESPONSIVENESS reauthorization ACADEMIC ACHIEVEMENT CURRICULUM
• 年，卷（期）: 2019,（7）
• 页码范围: 247-248
• 页数: 2页
• 分类号: H319

摘要

Responsiveness to intervention (RTI) is a multi-tiered system of screening and early intervention for students at risk for academic failure. It provides high-quality instruction or intervention matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions (Stoiber, 2014). The reauthorization the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) expressed subtle preference for RTI as method to identify students with Learning Disability (LD)(Healy, 2005). More and more schools are exploring how to use the RTI model to address academic achievement needs of their students.