An Exploratory Study in Self-reported School-wide Response to Intervention Reading Practices

被引：0
|
作者：
Weston, Juliette R. [1 ,2 ]
Curran, Christina M. [3 ]
Majsterek, David J. [4 ]
Prigge, Debra J. [5 ]
机构：
[1] Portland State Univ, Special Educ Dept, Portland, OR 97207 USA
[2] Ashford Univ, Educ Dept, Clinton, IA USA
[3] Univ Northern Iowa, Special Educ Dept, Cedar Falls, IA 50614 USA
[4] Cent Washington Univ, Ellensburg, WA USA
[5] Kittitas Secondary Sch, Kittitas, WA USA
来源：
LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL | 2010年 / 16卷 / 03期
关键词：
D O I：
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中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
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.
引用
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页码：125 / 132
页数：8
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