The Use of Response to Intervention to Support Struggling Readers

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Job, Alicia
paper description
This review addresses the use of Response to Intervention (RTI) to support all students in their learning environment in reading. Three issues guide this analysis. First, the history of RTI is examined. Second, comparing and contrasting the use of RTI to identifying learning disabilities in reading verse the use of the discrepancy model. Finally, using differentiated classroom instruction and RTI practices to benefit all learners in the classroom. Specifically the use of appropriate interventions with students who are struggling to give support to them instead of waiting for them to fail in order to receive extra support.