Implementing Response to Intervention: the Synergy of Beginning Reading Instruction and Early Intervening Services

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.

Citation: 

Al Otaiba, S., Connor, C. M., Foorman, B., Greulich, L. & Folsom, J. S. (2009). Implementing response to intervention: The synergy of beginning reading instruction and early intervening services. In T. E. Scruggs & M. A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (vol. 22). Bingley, UK: Emerald.

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