Abstract of

Struggling Readers
A Child's Response to Intervention Requires a Responsive Teacher of Reading

Mary K. Lose

There are a number of principles that teachers of reading and administrators need to keep in mind to ensure that Response to Intervention (RTI) enables struggling literacy learners to achieve success within the provisions of the reauthorized Individuals with Disabilities Education Improvement Act (IDEA). The author argues for evidence-based RTI approaches that emphasize teacher expertise and sustained teacher development, that are scalable, and that can be implemented immediately by education systems.

Abstract from Lose, M.K. (2007, November). A Child's Response to Intervention Requires a Responsive Teacher of Reading. The Reading Teacher, 61(3), 276–279. doi: 10.1598/RT.61.3.9