RTI (Part 3): Reading Instruction

This module of the IRIS Center will explain the various research-based reading strategies that can be used in the reaction intervention model to improve reading comprehension.

RTI is a hierarchical approach to educational intervention, the most common being the three-tier model. The first level provides high quality reading instruction to all students, and the teacher performs careful progress monitoring in the classroom. Layer 2 is also high quality instructions of the same quality, but strength will rise for those who do not go well. If students do not do this more focused education, they are identified as level 3. This is an intervention in special education. Level 3 students will conduct comprehensive evaluation and establish individual education program (IEP).

When using the RTI model to distinguish classroom literacy guidance, the type of instruction provided is divided into three levels, levels 1, 2, and 3. It is most important to prepare to effectively teach Level 1 teaching in the core reading course and classroom. All students in this class will get first grade or core reading results (Taylor, 2008). To master unique goals and skills. Does your grade level student know the benchmark skills before the academic year ends? What skills should they know? Please do not ignore this step. To plan the academic year, it is important to know where the students are now and where they need at the end of the year.

It is not the only concern of RTI, but the important thing is the quality of education. RTI expands the focus of educational effects including general educators and special educators. As RTI's approach evolves, it is important to consider the availability of resources, but it is also important to have the teacher have the necessary educational skills. More specifically, any RTI methodology must ensure that the decision team is to be used in two different ways in the RTI method. First, ongoing progress monitoring data that meets established academic difficulty criteria should trigger team meetings to suggest changes between levels and behavior. Secondly, continuing difficulties or initiating evaluation requests by parents or experts (according to IDEA) should lead to IDEA-compliant team meetings.