Intensity of Focus, Richness of Content: Crafting Tier 2 Response to Intervention in an Era of the Common Core

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This article describes a Tier 2 intervention program for fourth graders that is well suited to supporting implementation of the Common Core State Standards. Screening assessments and miscue analyses were used to clarify students' strengths and challenges. Students then attended only classes that were suited to their particular literacy needs, spending the remainder of their time participating in classroom lessons that integrated language arts throughout content area curriculum. This program supported struggling readers in effective and efficient ways. A Tier 2 class in prosody is explained in depth. Findings demonstrate clear growth on progress-monitoring assessments and overall reading gains as measured on an informal reading inventory. The study has implications for adjusting RTI protocols to better suit contemporary literacy practices.

Original languageEnglish (US)
JournalReading Teacher
DOIs
StateAccepted/In press - 2016
Externally publishedYes

Fingerprint

Reading
Language Arts
literacy
Students
Curriculum
student
art
monitoring
Equipment and Supplies
curriculum
classroom
Growth
language
Literacy
Response to Intervention
Crafting
time
Screening
Literacy Practices
Monitoring

ASJC Scopus subject areas

  • Pharmacology (medical)
  • Pharmacology
  • Language and Linguistics
  • Linguistics and Language

Cite this

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