1. What does research say about the topic?
GJ:Most kids who have difficulty in reading are now being diagnosed as learning disabled. Interventions used by schools have limited outcomes and are not seen as really helping kids acquire literacy skills that help them to become better readers. Prevention programs such as preschool and kindergarten, smaller classes, and phonological awareness interventions helped children do better in reading.
JZ:There is a need for a reconceptualized notion of reading/learning disability. We must restructure our programs/resources to achieve more powerful interventions. there is not "one best method" of teaching children to read. JD: Reading disabilities has caused educators to provide interventions and preventions in the classroom setting. Research-based instruction is provided if this instruction is not successful in the classroom, more intensive instruction is needed, either by a reading specialist or by a special education teacher.
2. Share the types of interventions that your school does use. GJ: Most kids who have difficulty in reading are now being diagnosed as learning disabled. Interventions used by schools have limited outcomes and are not seen as really helping kids acquire literacy skills that help them to become better readers. Prevention programs such as preschool and kindergarten, smaller classes, and phonological awareness interventions helped children do better in reading.
JZ: We are very small and with heavily limited resources. It seems because of this we have to piece-meal interventions. Mostly, the regular classroom teachers have to do the best they can. We have a few teachers who tutor after school and we do have a very knowledgable Speech/Language Pathologist who works part- time. JD: Our school used to have Tier I, II and III intervetions, but after our Reading First Grant was over, we don’t utilize the Tier III as needed. Not having a reading specialist the school< I feel has limited us to providing the necessary interventions for our students.
3. How does this area relate to RTI that you read about already? GJ: I think the school could be doing more and better targeted interventions. Some kids are just slow learners and need some extra time and help. I do know that RTI at my school has drastically cut back the number of students referred for special ed. testing.
JZ: I agree. I feel I need more information on RTI- I am a little confused about it all. JD: Intervention and prevention should be a part of both RTI and Reading disabilities. Many schools are using RTI and found that less students are being placed on an IEP.
Your questions
JZ: Can you explain RTI in a nutshell?
GJ:How does a teacher incorporate interventions for one or two students into regular class time? JD: Will RTI go away or is it here to stay?
GJ:Most kids who have difficulty in reading are now being diagnosed as learning disabled. Interventions used by schools have limited outcomes and are not seen as really helping kids acquire literacy skills that help them to become better readers. Prevention programs such as preschool and kindergarten, smaller classes, and phonological awareness interventions helped children do better in reading.
JZ:There is a need for a reconceptualized notion of reading/learning disability. We must restructure our programs/resources to achieve more powerful interventions. there is not "one best method" of teaching children to read.
JD: Reading disabilities has caused educators to provide interventions and preventions in the classroom setting. Research-based instruction is provided if this instruction is not successful in the classroom, more intensive instruction is needed, either by a reading specialist or by a special education teacher.
2. Share the types of interventions that your school does use.
GJ: Most kids who have difficulty in reading are now being diagnosed as learning disabled. Interventions used by schools have limited outcomes and are not seen as really helping kids acquire literacy skills that help them to become better readers. Prevention programs such as preschool and kindergarten, smaller classes, and phonological awareness interventions helped children do better in reading.
JZ: We are very small and with heavily limited resources. It seems because of this we have to piece-meal interventions. Mostly, the regular classroom teachers have to do the best they can. We have a few teachers who tutor after school and we do have a very knowledgable Speech/Language Pathologist who works part- time.
JD: Our school used to have Tier I, II and III intervetions, but after our Reading First Grant was over, we don’t utilize the Tier III as needed. Not having a reading specialist the school< I feel has limited us to providing the necessary interventions for our students.
3. How does this area relate to RTI that you read about already?
GJ: I think the school could be doing more and better targeted interventions. Some kids are just slow learners and need some extra time and help. I do know that RTI at my school has drastically cut back the number of students referred for special ed. testing.
JZ: I agree. I feel I need more information on RTI- I am a little confused about it all.
JD: Intervention and prevention should be a part of both RTI and Reading disabilities. Many schools are using RTI and found that less students are being placed on an IEP.
Your questions
JZ: Can you explain RTI in a nutshell?
GJ:How does a teacher incorporate interventions for one or two students into regular class time?
JD: Will RTI go away or is it here to stay?