Within the school environment, are students with different learning abilities and prior knowledge. It is important that schools, especially classroom teachers, identify any students who are experiencing learning difficulties. Students who are identified with learning disabilities are primarily impaired in reading (Fletcher, Lyon, Fuchs & Barnes, 2007) and is important that schools and teachers provide an intervention strategy or program to successfully improve reading outcomes. One program in which detects and strategizes with reading difficulties is the Response to Intervention Program, also known as the RTI. This program is a multitier, methodical intervention strategy where students are provided with explicit reading support in order to
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Students who are recommended to the third tier would usually obtain austere deficits in areas such as phonological processing, processing speed, and verbal working memory, and commonly have challenging behaviours and/or attention deficits (Al Otaiba & Fuchs, 2002; Fletcher et al., 2011; Nelson, Benner & Gonzalez, 2003). Students are provided with an individualised, one on one intervention outside the classroom environment as it is the noted as challenging to remediate. The reading intervention in which students in the third tier would be studying is through an individualised and concentrated instruction through which is delivered in a mode of multiple and extended instructional sessions, on a daily basis (Denton, 2012). One on one intervention strategies for students requiring a more intensive intervention lasting two hours per day, outside of the classroom environment. Thus, through the third tier, teachers and paraprofessionals are able to implement a more intensive RTI program which aids student with severe reading difficulties before recommending students to special …show more content…
The focus of the research paper was the implementation of the Response to Intervention program in the United States, where schools are addressing early interventions to reading difficulties (Berkeley, Bender, Peaster, & Saunders, 2009). The key focus areas of the Response to Intervention program varies through early stage one and stage one as various reading difficulties emerges throughout each year. The U.S. Department of Education and the Institute of Education Sciences (2009) has listed the main learning context in which students from each stage should be focusing on: In kindergarten, students are focusing on phonemic awareness, letter sounds, listening comprehension, vocabulary development (Lennon and Slesinski, 1999). Year one students would focus on phonemic awareness (Ehri, 2007), phonics (Gunn, 2000), Fluency (high frequency words), fluency connected with text (Ehri, 2007), Vocabulary (Gunn, 2000) and comprehension. In Year two, students are focusing on phonics, fluency with connected text, vocabulary and comprehension. Although the Response to intervention program can be implemented in later stages of Stage two and three, it would not be suitable as the performance gap of students with reading difficulties would require intensive one on one intervention programs. It is through the Response
Students who are recommended to the third tier would usually obtain austere deficits in areas such as phonological processing, processing speed, and verbal working memory, and commonly have challenging behaviours and/or attention deficits (Al Otaiba & Fuchs, 2002; Fletcher et al., 2011; Nelson, Benner & Gonzalez, 2003). Students are provided with an individualised, one on one intervention outside the classroom environment as it is the noted as challenging to remediate. The reading intervention in which students in the third tier would be studying is through an individualised and concentrated instruction through which is delivered in a mode of multiple and extended instructional sessions, on a daily basis (Denton, 2012). One on one intervention strategies for students requiring a more intensive intervention lasting two hours per day, outside of the classroom environment. Thus, through the third tier, teachers and paraprofessionals are able to implement a more intensive RTI program which aids student with severe reading difficulties before recommending students to special …show more content…
The focus of the research paper was the implementation of the Response to Intervention program in the United States, where schools are addressing early interventions to reading difficulties (Berkeley, Bender, Peaster, & Saunders, 2009). The key focus areas of the Response to Intervention program varies through early stage one and stage one as various reading difficulties emerges throughout each year. The U.S. Department of Education and the Institute of Education Sciences (2009) has listed the main learning context in which students from each stage should be focusing on: In kindergarten, students are focusing on phonemic awareness, letter sounds, listening comprehension, vocabulary development (Lennon and Slesinski, 1999). Year one students would focus on phonemic awareness (Ehri, 2007), phonics (Gunn, 2000), Fluency (high frequency words), fluency connected with text (Ehri, 2007), Vocabulary (Gunn, 2000) and comprehension. In Year two, students are focusing on phonics, fluency with connected text, vocabulary and comprehension. Although the Response to intervention program can be implemented in later stages of Stage two and three, it would not be suitable as the performance gap of students with reading difficulties would require intensive one on one intervention programs. It is through the Response