Response To Intervention: Annotated Bibliography

Response to Intervention, or also known as RtI, was created to help detect the presence of a learning disability. The intervention program is a scientific research-based, base on a student’s response. RtI can only help the regular education students that has academic problems or behavior problem. For academic problem there are three tiers to RtI, and of these tiers tier II and tier III each has a four week time period for evaluation. In the first tier the teacher will let the student continue in wholes group instruction, while documenting the action of that student.

RtI or Response to Intervention is using quality instruction and intervention to prevent students from receiving services they do not need or services they do. The basis for this essay is to discuss the basics of RtI and the many facets that are involved, although not all inclusive it will give the reader a good overview and information to promote more research and understanding.   RtI is a format for schools to use drawing on data and meta-analysis to help teachers recognize students who are at risk (primarily in reading and math) and to eliminate the over recommendation of students to testing when it is not needed. RtI uses a three tiered system that helps to move a student to where they need to be without disrupting the class on a whole

Secondly, an RTI approach has the potential to reduce the number of students referred for special education services while increasing the number of students who are successful within regular education (Dobbins, Kurtts, Rush, 2010). Since an RTI approach helps distinguish between those students whose achievement problems are due to a learning disability and those students whose achievement problems are due to other issues such as lack of prior instruction, referrals for special education evaluations are often reduced (Dobbins, Kurtts, Rush, 2010). RTI techniques have been favored for reducing the likelihood that students from diverse racial, cultural or linguistic backgrounds are incorrectly identified as having a disability (Fletcher, Vaughn, 2009). Finally, parents and school teams alike find that the student progress monitoring techniques utilized in an RTI approach provide more instructionally relevant information than traditional assessments (Buffum, Mattos, Weber,

One of the things that has been a struggle for me over the years is the slowness of my reading and the process of absorbing written materials. I was always a bad speller and had a very low self esteem on my academic abilities. Eventually, I came to realize that I must have some sort of reading disability, inherited from my mother who struggled as well with the same issues. When I was in elementary and secondary school nobody ever talked about these kinds of disabilities and I was ridiculed many times from many teachers for not trying hard enough. I was labeled as not living up to my potential, as teachers could tell that I was bright, but couldn 't seem to come up with better grades.

In his study he used 56 children with speech language problems and 30 without and gave them a series of test. From the results, we learned “that children with speech-language impairments are at an increased risk for reading disabilities” (Catts, 1993, p. 948). Since, most speech language problems can be

It is estimated that 1 in 10 people have dyslexia”(austinlearningsolutions). If you do not know what dyslexia is, it is a common disorder"One of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin, characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring

In the Warnock report the term ‘ children with learning difficulties’ should be used to describe children are currently categorised as educationally sub normal and those with educational difficulties. Gillard, D. Warnock report 1978 - notes on the text. http://www.educationengland.org.uk/documents/warnock/ . The mistake people make in early year setting is assuming all children learn at the same rate. Children do not learn at the same rate or speed.

Response to intervention is an approach to proving services and intervention to students who are struggling to learn at cumulative levels of intensity. RTI is used at many schools to assess, plan for, screen, and provide interventions for any student that is at risk of school failure due to behavior and academic needs. RTI is an initiative that takes place in the general education environment and also makes the decision whether instruction needs to be modified. Just like any other approach RTI has pros and cons. One pro of the RTI is that it requires very little educational disruption for testing.

Response to intervention. Journal of Learning Disabilities, 38(6), 485-486. Henley, M., Ramsey, R.S., Algozzine. R.F, (2009). Excerpt from Characteristics of and Strategies for Teaching Students with Mild Disabilities.

The intervention will consist of a pretest-posttest randomized experimental group design. This design will consist of 2 experimental groups. One group will receive the Applied Behavior Analysis treatment and the other group will receive the Early Start Denver Model assessment. The dependent variable and outcomes will be social behavior symptoms and the independent variable outcomes will be the intervention treatment (ABA or ESDM) that the child receives. A repeated measure ANOVA will be used for data analysis on this study.

Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.

Children who are unsuccessful early are more likely to start disliking reading and avoid it all together (Campbell et al., 2008). When children aren’t successful at reading from early on, they’re at a substantially higher risk of being unable to read at grade level (Campbell et al., 2008). Multisensory Instruction in Education Multisensory instruction started in the 1920’s originating from neuropsychiatrist and pathologist, Dr. Samuel Orton’s search to find instructional methods that would aid in helping students with dyslexia learn. Orton partnered with educator and psychologist, Anna Gillingham to start planning a teaching approach intended to provide assistance to students struggling

During instructional modification they learned to analyze and decode words also, due to their short term memory, the skills they learnt had to be applied throughout the day, prompting them to remember to use the skills that were previously taught. The inclusion of the RTI process in IDEA 2004 has changes the way learning disability are now determine. In 2004 congress made changes to the Individuals with Disabilities Act implemented an alternative to identifying students with learning disabilities known as RTI. Prior to 2004, a student was labeled with having a learning disability only if a significant discrepancy of 1 ½ standard deviation between their IQ score and academic

PURPOSE The audience will gain a deeper understanding about the disability and how it affects the people who are afflicted by it. INTRODUCTION Take a few seconds to read the following paragraph. It does not make much sense. The photo illustrates one variation of how people with dyslexia read and in most cases, how they write, too.

Many children at school are capable of hiding their learning difficulties by steering clear from reading aloud or writing very little (Reid 2013, p13).Not to mention, the Report of the Task force on Dyslexia (2001) states learning difficulties from dyslexia occurs across the lifespan of a person and can vary from mild to severe at different ages (Report of the Task Force on Dyslexia, 2001). It is extremely vital for teachers to be fully aware and trained in the area of dyslexia. Teacher’s use of differentiation in their subjects in the classroom is a strong fundamental in order to meet the needs of a student with a learning difficulty like