RTI in Secondary Schools

Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes.

“…Much less evidence is available on what constitutes effective intervention for adolescents still struggling to acquire basic reading skills in their middle and high school years. In fact, the problem of how to effectively serve persistently poor readers in adolescence appears particularly acute (Fuchs et al, 2010; Vaughn et al, 2010; Vaughn, Klingner, et al, 2011; Vaughn et al, 2019; Vaughn et al, 2012; Williams et al, 2018). In the past 20 years, increasing attention has been directed to the issue of adolescent struggling readers, characterizing their problems with meeting grade-level reading expectations, the multifaceted nature of their reading impairment, and evaluating remedial interventions.…”

Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support

“…Secondary school structures present significant challenges for moving students between instructional tiers on an ongoing basis (Williams et al, 2018). Specifically, it is difficult for schools to transition students in and out of intervention groups because of scheduling barriers and limited staffing resources (e.g., King et al, 2012; National Center on Response to Intervention [RTI], 2010; Savitz et al, 2022).…”