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Direct linkStephanie Al Otaiba; Jennifer Stewart; Wilhelmina van Dijk; Carlin Conner; Dayna Russell Freudenthal; Brenna Rivas; Paul Yovanoff; Jill Allor – Reading and Writing: An Interdisciplinary Journal, 2025
There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a larger RTI exploration study designed to focus on students with the most intensive reading needs, our goal was to contrast their Tier 1 core reading instruction with their Tier 3 intervention. Schools…
Descriptors: Response to Intervention, Reading Instruction, Grade 1, Grade 2
Rachel T. Santiago; Garret J. Hall; S. Andrew Garbacz; Kim Gulbrandson; Craig A. Albers – Journal of Positive Behavior Interventions, 2025
Multitiered systems of support (MTSS) are composed of tiered prevention and intervention in multiple domains. MTSS is often referred to as an umbrella framework that includes both a multi-tiered approach to proactive school-wide behavior (e.g., Schoolwide Positive Behavior Interventions and Supports) and academic supports in reading, writing,…
Descriptors: Multi Tiered Systems of Support, Elementary Schools, School District Size, Municipalities
Joseph A. Hogan – Journal of Research in Special Educational Needs, 2025
The Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that…
Descriptors: Response to Intervention, Students with Disabilities, Learning Disabilities, Classification
