The degree to which a student expresses a reading difficulty is always an interaction between the child's opportunity to learn (due to absences, instructional quality, or other issues) and the extent of the student's reading impairment. Thus, youngsters who are provided a genuine opportunity to learn to read--including high-quality, explicit,…

Response to Intervention (RTI) is a multi-level framework designed to prevent academic failure and remediate areas of deficit. It is a framework to support students for whom generally effective practices have been insufficient. Its inclusion in the Individuals with Disabilities Education Act (IDEA; U. S. Department of Education, 2004) identified…

In an effort to ensure that all students in grades K-12 received the appropriate supports and services to meet their full potential, the Houston Independent School District (HISD) employs the Intervention Assistance Team (IAT) program to document individualized interventions implemented to support the child and provide, if needed, a bridge to…

Why aren't more schools seeing significant improvement in students' reading ability when they implement Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in their literacy programs? These frameworks serve as a way for educators to identify struggling readers and provide the small-group instruction they need to improve their…

In the 2017-2018 school year, in an effort to ensure that all students in grades K-12 received the appropriate supports and services to meet their full potential, the Houston Independent School District (HISD) employed the Intervention Assistance Team (IAT) program to document individualized interventions implemented to support the child and…

Many students with a history of speech or language impairment have an elevated risk of reading difficulty. Specific subgroups of these students remain at risk of reading problems even after clinical manifestations of a speech or language disorder have diminished. These students may require reading intervention within a general education system of…

Students with persistent and severe reading difficulties pose a significant challenge for educators. The primary purpose of this article is to provide a detailed demonstration of data-based individualization (DBI) implementation in the area of reading. Also provided are various resources a teacher may access to learn more about the instructional…

There are two approaches for providing Tier 2 interventions within Response to Intervention (RtI): standard treatment protocol (STP) and the problem-solving approach (PSA). This article describes the multi-tiered RtI prevention model being implemented across the United States through an analysis of these two approaches in reading instruction. It…

Reading is creating meaning with print. It makes sense that interventions for struggling readers be similarly meaning-based and take place, to the greatest extent possible, in a general education setting. This article describes a meaning-based Response to Intervention plan that is economical, pragmatic, research-based, and effective. Based on a…

Research Connections conducted a comprehensive search of its collection for resources focused on using ongoing assessment to guide individualized supports for children's learning in early childhood education programs serving children 0 to 6 years. Since there are multiple terms used to describe this process, key words used in the search were…

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,…

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…

The primary objective of this development study was to develop and pilot a three-tiered prevention model (universal, targeted, individualized) in early education for children at risk of reading difficulties. The aims of this study were to: (1) Define and develop a Pre-3T model to address the early literacy and language needs of young children in…

Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions…

The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1-3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was…