REMEDIATING READING DIFFICULTIES IN A RESPONSE TO INTERVENTION MODEL WITH SECONDARY STUDENTS

摘要

The research on Response to Intervention (RtI) with secondary students is scant; however, arecently conducted, multiyear, large-scale implementation of RtI with middle-school studentsprovides findings that inform practices and future directions for research. This article provides anoverview of the findings from each of the 3 years of an intensive, tiered reading intervention withmiddle-school students. In Year 1, students were provided with a Tier 1 and Tier 2 intervention.In Year 2, minimal responders were provided with another year of intervention (Tier 3), andagain in Year 3, minimal responders to the 2-year intervention were provided with a third yearof intervention (Tier 4). Using students’ responsiveness to intervention as a prerequisite for asubsequent year of intensive instruction, minimal responders received a total of up to 3 years ofintervention. The efficacy of an enhanced primary (Tier 1), secondary (Tier 2), and tertiary (Tier 3)intervention, and an individualized, intensive reading intervention (Tier 4) are discussed, as wellas the logistics of implementing an RtI model with secondary students.