Response to Intervention
Implications of RTI for the Reading Teacher
This chapter describes the role of reading teachers, coaches, and specialists in Response to Intervention efforts. Reading professionals can improve classroom instruction through professional development, coaching, and mentoring of teachers. They can provide high-quality reading interventions that improve achievement and provide an adequate test against which to evaluate a student's response to intervention. Such instruction needs to (1) be coordinated with classroom instruction; (2) be responsive to student performance data, (3) increase the amount of reading teaching; (4) emphasize specific student learning needs, (5) be adjusted to student reading level; and (6) be of sufficient intensity that student learning results.
Shanahan, T. (2008).
Implications of RTI for the Reading Teacher.
In D. Fuchs, L.S. Fuchs, & S. Vaughn (Eds.), Response to Intervention (pp. 105-122). Newark, DE: International Reading Association.