Academic journal article Delta Kappa Gamma Bulletin

What Really Matters in Response to Intervention: Research-Based Designs

Academic journal article Delta Kappa Gamma Bulletin

What Really Matters in Response to Intervention: Research-Based Designs

Article excerpt

Response to Intervention (RTI), in addition to the standardized testing mandated by No Child Left Behind, is one of the two major issues currently facing American educators. In this book, Dr. Richard Allington provides readers with a clearly-written, accessible text that highlights the major elements of RTI and offers research-based programs and instructional approaches to help struggling readers.

Allington begins his book with an overview that looks at struggling readers and what they need to become proficient readers. He then asserts that the youngest struggling readers need at least an additional 30 minutes of focused reading instruction per day provided by reading experts if their reading development is to be accelerated to the point that they can perform at an adequate level. "But by second grade and beyond, we will need to schedule more intervention reading time every day. It may be that an extra 30 daily minutes will be insufficient for even some struggling first-grade readers" (p. 17). Although this may seem to be an impossibility in school days which are already strained by attempting to include everything the students need, Allington later proposes a number of solutions to this dilemma. The introduc- tory chapter concludes with a clear, concise description of RTI and its im- plications for educating struggling readers.

In the subsequent chapters, Allington presents the eight research-based principles which he feels would provide the foundation for effective reading intervention programs. Among those principles are matching readers with texts they can read with a high degree of accuracy, making sure the interventions provide struggling readers with large amounts of time spent with authentic reading rather than other types of activities, providing instruction for individuals or small groups, coordinating the supplemental instruction with the student's classroom lessons to avoid confusion, and using trained, expert teachers to provide the reading interventions. …

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