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| An Examination of Three-tiered Reading and Behavioral Systems for Students with or without Behavioral Disorders |
| Sunday, May 27, 2007 |
| 4:30 PM–5:20 PM |
| America's Cup D |
| Area: EDC/DDA; Domain: Applied Research |
| Chair: Gregory J. Benner (University of Washington, Tacoma) |
| RONALD C. MARTELLA (Eastern Washington University) |
| GREGORY J. BENNER (University of Washington, Tacoma) |
| NANCY MARCHAND-MARTELLA (Eastern Washington University) |
| Abstract: Response to Intervention (RTI) is being used by schools as an alternative approach to the identification of learning disabilities and as a useful framework for guiding instruction and interventions for all students. RTI turns attention from student academic difficulties toward evaluating the extent to which the instruction and interventions used by schools are matched to student need. Although researchers have greatly contributed to our understanding of three-tiered RTI models in reading and behavior, many important research questions remain. The purpose of this presentation is to: (a) discuss the results of two reviews of the literature on the relative impact of reading only, behavior only, and integrated RTI models on reading and behavior outcomes; (b) detail the literacy and behavioral outcomes of such models in K-12 demonstration sites; and (c) document the behavioral and literacy outcomes of students with serious behavioral disorders as a result of RTI systems. |
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