title: Response to Intervention with Older Students with Reading Difficulties.
abstract: Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multi-tiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students.
authors.affiliation: The University of Texas at Austin.
authors.forename: Sharon
authors.initials: S
authors.lastname: Vaughn
authors.forename: Jack M
authors.initials: JM
authors.lastname: Fletcher
authors.forename: David J
authors.initials: DJ
authors.lastname: Francis
authors.forename: Carolyn A
authors.initials: CA
authors.lastname: Denton
authors.forename: Jeanne
authors.initials: J
authors.lastname: Wanzek
authors.forename: Jade
authors.initials: J
authors.lastname: Wexler
authors.forename: Paul T
authors.initials: PT
authors.lastname: Cirino
authors.forename: Amy E
authors.initials: AE
authors.lastname: Barth
authors.forename: Melissa A
authors.initials: MA
authors.lastname: Romain