While there is a great deal of information on reading and RTI, there is a dearth of research on math with RTI. Thus, the development and implementation of reading and RTI has blazed a path to RTMI (Response to Math Intervention).
Because the cause of adolescents’
difficulties in reading vary, interventions may focus on any of the critical elements of knowledge and skill required for the comprehension of complex texts, including fundamental
skills such as phonemic awareness,
phonemic decoding, text reading fluency, vocabulary-building strategies, and self-regulated use of reading comprehension strategies.
This article presents a round-up of intervention initiatives aimed at struggling adolescent readers. It provides a snapshot of program characteristics and research findings for Reciprocal Teaching, Apprenticeship in Reading, Read 180, Language!, SRA Corrective Reading, and Strategic Instruction Model (SIM).
The push to ensure all students engage in challenging classes in high school has created new demands on high schools, including a demand to providing extra help for students who are behind in reading, mathematics, and advanced reasoning skills. This report looks at the nature of the extra help schools must provide and argues that the old model of offering only three types of extra help — functional skills for students deemed to have limited futures, remedial instruction in elementary skills; or tutoring for students struggling to pass a course or improve their test scores — must be abandoned and replaced by interventions that support and accelerate the development of intermediate and even more advanced skills.
Susan Woodruff, Jean B. Schumaker, Donald D. Deshler
This article summarizes a study that evaluated the effectiveness of intensive instruction in the Word Identification Strategy, a learning strategy for decoding multi-syllabic words. Results indicate that intense strategy instruction within a relatively short time period can boost students’ decoding skills by several grade levels.
James Kemple, William Corrin, Terry Salinger, Suzannah Herrmann
While much has been learned about literacy in the elementary grades, less is known about programmatic approaches that help struggling adolescent readers acquire the skills they need to succeed in high school. The Enhanced Reading Opportunities Study tests the effectiveness of two supplemental literacy interventions targeted to ninth-grade readers with reading comprehension skills that are two to four years below grade level. The interventions studied are (1) Reading Apprenticeship for Academic Literacy from WestEd and (2) Xtreme Reading from the University of Kansas Center for Research on Learning.
How do adolescents move from reading words to applying knowledge
learned from a text? See the adolescent reading model and the Strategic Intervention Model (SIM) clearly illustrated.
Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.
