Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities

@article{Fuchs2008MakingI,
  title={Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities},
  author={Douglas Fuchs and Donald L. Compton and Lynn S. Fuchs and Joan D. Bryant and G. Nicole Davis},
  journal={Reading and Writing},
  year={2008},
  volume={21},
  pages={413-436}
}
Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: primary intervention (tier 1) refers to classroom instruction; secondary intervention (tier 2) usually involves more intensive pullout, small-group instruction; and tertiary intervention (tier 3) typically denotes most intensive special education. Despite RTI’s popularity and promise, there are many questions about how to implement… Expand
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