Date of Award

12-2016

Culminating Project Type

Starred Paper

Degree Name

Curriculum and Instruction: M.S.

Department

Teacher Development

College

School of Education

First Advisor

Joanne Larson

Second Advisor

Ramon Serrano

Third Advisor

Jerry Wellik

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

This review addresses the use of Response to Intervention (RTI) to support all students in their learning environment in reading. Three issues guide this analysis. First, the history of RTI is examined. Second, comparing and contrasting the use of RTI to identifying learning disabilities in reading verse the use of the discrepancy model. Finally, using differentiated classroom instruction and RTI practices to benefit all learners in the classroom. Specifically the use of appropriate interventions with students who are struggling to give support to them instead of waiting for them to fail in order to receive extra support.

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