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RTI and Reading at the Secondary Level

RTI and Reading at the Secondary Level

Carol Hall, Jamie Mahoney
Copyright: © 2015 |Pages: 24
ISBN13: 9781466685161|ISBN10: 1466685166|EISBN13: 9781466685178
DOI: 10.4018/978-1-4666-8516-1.ch004
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MLA

Hall, Carol, and Jamie Mahoney. "RTI and Reading at the Secondary Level." Examining Response to Intervention (RTI) Models in Secondary Education, edited by Pam Epler, IGI Global, 2015, pp. 78-101. https://doi.org/10.4018/978-1-4666-8516-1.ch004

APA

Hall, C. & Mahoney, J. (2015). RTI and Reading at the Secondary Level. In P. Epler (Ed.), Examining Response to Intervention (RTI) Models in Secondary Education (pp. 78-101). IGI Global. https://doi.org/10.4018/978-1-4666-8516-1.ch004

Chicago

Hall, Carol, and Jamie Mahoney. "RTI and Reading at the Secondary Level." In Examining Response to Intervention (RTI) Models in Secondary Education, edited by Pam Epler, 78-101. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8516-1.ch004

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Abstract

Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.

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