Implementing response to intervention: The synergy of beginning reading instruction and early intervening services

Abstract

The primary purpose of this chapter is to describe a synergistic “hybrid” model of Response to Intervention (RtI) that combines individualized effective Tier 1 classroom instruction with powerful early intervening services. First, we provide an overview and explain how RtI traditionally has been conceptualized. Next, we illustrate how to implement a hybrid model that focuses on beginning reading instruction and also incorporates additional school-level resources. Finally, we will discuss implementation issues related to identifying children who need additional intervention and propose directions for future research.

Citation

Al Otaiba, S., MacDonald Connor, C., Foorman, B., Greulich, L. and Folsom, J.S. (2009), "Implementing response to intervention: The synergy of beginning reading instruction and early intervening services", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Policy and Practice (Advances in Learning and Behavioral Disabilities, Vol. 22), Emerald Group Publishing Limited, Leeds, pp. 291-316. https://doi.org/10.1108/S0735-004X(2009)0000022012