Response to Intervention in Literacy: Problems and Possibilities

Johnston, Peter

doi:10.1086/659030

Cited by 28 publications

(21 citation statements)

References 76 publications

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“…As literacy teacher educators and scholars, we also have a responsibility to engage openly and respectfully with public audiences including policy makers and school-based educators, with a focus on working together for the benefit of students with reading challenges. According to Johnston (2011), whether a student with reading challenges is labeled or not, "the goal must remain the same-optimizing instruction for that child" (p. 529). We agree that the important issue is how to best serve students with literacy challenges.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

“Wrestling With the Politics and Ideology”: Teacher Educators’ Responses to Dyslexia Discourse and Legislation

Worthy

Salmerón

Long

et al. 2018

Literacy Research: Theory, Method, and Practice

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Since 1985, when Texas passed the first dyslexia law, there has been a profusion of dyslexia legislation across the country, with a rapid increase in recent years. Including Texas, which has multiple laws, 42 states have passed dyslexia legislation focused on identification, intervention, accommodations, funding, and/or dyslexia specialists. Seven states, including Texas, require or "encourage" teacher preparation programs to address state-approved information about identification and intervention, even though the concept is not well understood or defined. Teacher educators are frequently criticized for not preparing teachers to address dyslexia, yet their perspectives are not represented in the conversation. To address this gap, we interviewed literacy teacher educators about their perspectives of reading challenges, dyslexia, and legislation that requires them to teach about dyslexia. We analyzed the data employing authoritative discourse and disability critical race studies (DisCrit) as theoretical frameworks. This article presents portraits of three teacher educators that represent a range of participant perspectives.

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Section: Limitations and Implicationsmentioning

confidence: 99%

“Wrestling With the Politics and Ideology”: Teacher Educators’ Responses to Dyslexia Discourse and Legislation

Worthy

Salmerón

Long

et al. 2018

Literacy Research: Theory, Method, and Practice

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“…• Tier 3b or 4: enrollment in special education The primary critique of RtI is that it fails to alter practices common to earlier intervention models. Most RtI research is rooted in the constrained orientation typifying pedagogical approaches for special populations (Brozo, 2009(Brozo, /2010(Brozo, , 2011Johnston, 2011;van Kraayenoord, 2010), and this approach tends to limit implementation of rich and rigorous approaches to serving students who struggle with literacy. Despite strong and growing advocacy for the RtI approach to student support, and after a decade's worth of work investigating this framework, researchers and practitioners fail to agree about what it means to support vulnerable readers as they negotiate the complex literacy practices at the heart of the CCSS.…”

Section: Response To Intervention: Structural Supports For Vulnerablementioning

confidence: 99%

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards

Jaeger

Pearson

2016

The Educational Forum

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“…Patel., 2018). Response to Intervention (RtI) is a method that providing universal screening in the general education classroom, research-based interventions for struggling learners, and ongoing progress monitoring for students who are receiving academic and behavioral interventions (Gressham, 2005;McCook, 2006;Johnson, P.H., 2011;Sullivan., JR, Fellicia., 2013;M. Gorsche., & RJ.…”

Section: Introductionmentioning

confidence: 99%

The Identification of Students with Specific Learning Disability (SLD) in Subtype of Math Skill Through Response to Intervention Model

Bagaskorowati¹,

Mulyeni²,

Nara³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Until this time not many schools in Indonesia having a standardize model in terms of identification, assessment and comprehensive way to serve children especially students with specific learning disability (SLD) at elementary level. The purpose of this research is to identify the students with SLD especially students with math disabilities through response to intervention (RtI) model. The research was conduct in one of elementary school in West Java Province with 74 student with elementary level grade 1 -3. The method of used is quasi-experimental with non-equivalent control group. Using multilevel intervention program on RtI model was found several students as at-risk students after following six weeks of primary intervention and they were moved onto following secondary intervention. Differentiated of learning instruction such as multiple instructional, heuristic and visual representation strategies are used to accommodate what of students need and maximizing during intervention program on math operations and math word problems. The students who still have not demonstrated progress in nine weeks of secondary intervention are classified as students with SLD in sub-type of math skill such as math operations and math word problems. These students are needed with individualize intervention programs with one-on-one setting to achieved their academic performance as targeted school program.

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Response to Intervention in Literacy: Problems and Possibilities

Cited by 28 publications

References 76 publications

“Wrestling With the Politics and Ideology”: Teacher Educators’ Responses to Dyslexia Discourse and Legislation

“Wrestling With the Politics and Ideology”: Teacher Educators’ Responses to Dyslexia Discourse and Legislation

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards

The Identification of Students with Specific Learning Disability (SLD) in Subtype of Math Skill Through Response to Intervention Model

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