Introduction
In recent years, response to intervention (RTI) has been the focus of research, debate and educational implementation. Two scholarly journal articles were analyzed and synthesized to deepen this writer’s understanding of Response to Intervention. It is not known if or to what extent Reading Recovery (RR) and Dynamic Indicators of Basic Early Literacy (DIBELS) impact the reading levels of students who were reading below grade level. Both articles revealed the authors’ purpose, beliefs, viewpoints, and significant findings related to the interventions and how they support reading.
Conceptual Framework The methods that were used to identify students with a learning disability (LD) was ineffective. …show more content…
Forty-four percent of the students were female, and 56% were male. Seventy-eight percent of the students were white, 10% were Hispanic or Latino, 2% were Black, 1% were Asian American, and 9% belonged to an unknown racial or ethnic group. Eleven percent of the students qualified for special education or remedial services, and 21 students received Title 1 services. It is evident in both studies that the cohorts varied considerably regarding the make-up of the …show more content…
In the article written by Dunn, he explored the assessment components of the Reading Recovery (RR) program as part of a RTI model. He discussed the protocol approach of RTI, which uses a set of procedures for students with similar characteristics of academic difficulty (Fuchs et al., 2003). An example of the protocol would be, one teacher and one student work together on a set of activities for a portion of the school day over a fixed period of 20 weeks. The main aim of which is to improve student’s academic performance. In the research done by (Goffreda & Diperna, 2009) teachers and staffs collected DIBELS data from students in first grade as part of the regular education curriculum. Students were administered DIBELS benchmark assessment three times for the year. As one can note, whereas RR was used as a supportive system to help students progress in their reading, DIBLES, on the other hand, provided information that educators need to help provide the type of instructional support that meet the need the of individual
In recent years, response to intervention (RTI) has been the focus of research, debate and educational implementation. Two scholarly journal articles were analyzed and synthesized to deepen this writer’s understanding of Response to Intervention. It is not known if or to what extent Reading Recovery (RR) and Dynamic Indicators of Basic Early Literacy (DIBELS) impact the reading levels of students who were reading below grade level. Both articles revealed the authors’ purpose, beliefs, viewpoints, and significant findings related to the interventions and how they support reading.
Conceptual Framework The methods that were used to identify students with a learning disability (LD) was ineffective. …show more content…
Forty-four percent of the students were female, and 56% were male. Seventy-eight percent of the students were white, 10% were Hispanic or Latino, 2% were Black, 1% were Asian American, and 9% belonged to an unknown racial or ethnic group. Eleven percent of the students qualified for special education or remedial services, and 21 students received Title 1 services. It is evident in both studies that the cohorts varied considerably regarding the make-up of the …show more content…
In the article written by Dunn, he explored the assessment components of the Reading Recovery (RR) program as part of a RTI model. He discussed the protocol approach of RTI, which uses a set of procedures for students with similar characteristics of academic difficulty (Fuchs et al., 2003). An example of the protocol would be, one teacher and one student work together on a set of activities for a portion of the school day over a fixed period of 20 weeks. The main aim of which is to improve student’s academic performance. In the research done by (Goffreda & Diperna, 2009) teachers and staffs collected DIBELS data from students in first grade as part of the regular education curriculum. Students were administered DIBELS benchmark assessment three times for the year. As one can note, whereas RR was used as a supportive system to help students progress in their reading, DIBLES, on the other hand, provided information that educators need to help provide the type of instructional support that meet the need the of individual