An Exploratory Study in Self-reported School-wide Response to Intervention Reading Practices
Department or Administrative Unit
Educational Foundations and Curriculum
This article describes outcomes of a self-report study on first-year steps that selected elementary schools in Washington State took in implementing early reading Response to Intervention (RTI) pilot models. Surveys sent to pilot schools requested information on RTI implementation pertaining to curricula, assessments, funding, resource allocation, school-wide reading goals, leadership, and staffing. Results from 27 elementary schools indicate a range of instructional, assessment, and staff-related strategies. Limitations and implications for early reading RTI best practices are discussed.
Weston, J.R., Curran, C.M., Majsterek, D.J., & Prigge, D.J. (2010). An Exploratory Study in Self-reported School-wide Response to Intervention Reading Practices. Learning Disabilities: A Multidisciplinary Journal, 16(3), 125-132.
Learning Disabilities: A Multidisciplinary Journal
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This article was originally published in Learning Disabilities: A Multidisciplinary Journal. The full-text article from the publisher can be found here.
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