Burns, M. K. (2007). Reading at the instructional level with children identified as learning disabled: Potential implications for response-to-intervention. School Psychology Quarterly, 22(3), 297-313. doi: http://dx.doi.org/10.1037/1045-3830.22.3.297
The purpose of the article was to explain what Response to Intervention is and how it works. Curriculum Based Assessment and Curriculum Based Measurement is useful to Response to Intervention because it can help identify students who are in need of assistance. A child is considered a responsive learner if they score above a criterion level even if they scored below fellow class students. This study took 60 children from 30 resources classrooms and 20 different schools across the state of Michigan, …show more content…
All states have regulations where Response to Intervention is mentioned but not all states have it mandatory. However, 17 states mandate that (RTI) data is a required step in identifying a specific as having a learning disability. (RTI) data is not the "end all be all" when identifying children as having a learning disability but when concrete data can be presented to teachers and parents, the referral process can be more efficient. There are three options for identification of a specific learning disability which is severe discrepancy, response to intervention, and other research-based procedure. The findings from this article were that only a few states had detailed language concerning the fidelity procedures, collection and analysis of …show more content…
This study took children in the first that were at risk and provided reading intervention for fifty minutes daily. These students were then examined again through second grade and found to meet the (RTI) standards compared to students that received traditional instruction for struggling readers. The tiers involved in Response to Intervention have been established to provide instruction to children need additional assistance. The first tier is a core reading program that is built into the curriculum, the second tier is embedded with additional support to students not adequately progressing with additional time, and the third tier is even more extensive intervention with students before a referral is made for special education. The tiers can use different programs to assist in the intervention process for students who scored below the 25th percentile on standard
The purpose of the article was to explain what Response to Intervention is and how it works. Curriculum Based Assessment and Curriculum Based Measurement is useful to Response to Intervention because it can help identify students who are in need of assistance. A child is considered a responsive learner if they score above a criterion level even if they scored below fellow class students. This study took 60 children from 30 resources classrooms and 20 different schools across the state of Michigan, …show more content…
All states have regulations where Response to Intervention is mentioned but not all states have it mandatory. However, 17 states mandate that (RTI) data is a required step in identifying a specific as having a learning disability. (RTI) data is not the "end all be all" when identifying children as having a learning disability but when concrete data can be presented to teachers and parents, the referral process can be more efficient. There are three options for identification of a specific learning disability which is severe discrepancy, response to intervention, and other research-based procedure. The findings from this article were that only a few states had detailed language concerning the fidelity procedures, collection and analysis of …show more content…
This study took children in the first that were at risk and provided reading intervention for fifty minutes daily. These students were then examined again through second grade and found to meet the (RTI) standards compared to students that received traditional instruction for struggling readers. The tiers involved in Response to Intervention have been established to provide instruction to children need additional assistance. The first tier is a core reading program that is built into the curriculum, the second tier is embedded with additional support to students not adequately progressing with additional time, and the third tier is even more extensive intervention with students before a referral is made for special education. The tiers can use different programs to assist in the intervention process for students who scored below the 25th percentile on standard