title: Response to intervention for reading difficulties in the primary grades: some answers and lingering questions.
abstract: The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks. Although RTI research may be expensive and difficult to implement, it may contribute to improved reading outcomes for many students who are otherwise at risk of serious negative life consequences.
authors.affiliation: University of Texas Health Science Center Houston, Houston, TX 77030, USA. Carolyn.A.Denton@uth.tmc.edu
authors.forename: Carolyn A
authors.initials: CA
authors.lastname: Denton
mesh_terms: D002648:Child; D004410:Dyslexia / Q000517:prevention & control*; D004519:Education, Special / Q000379:methods; D004521:Educational Measurement; D006801:Humans; D011932:Reading; D013663:Teaching / Q000379:methods