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Essay / Research Paper Abstract
A 5 page paper that begins with an explanation of Response to Intervention, its purpose, tiers and how it came to be. The paper reports what some schools have done and discusses reading fluency. Bibliography lists 10 sources.
Page Count:
5 pages (~225 words per page)
File: ME12_PGrtird.rtf
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Unformatted sample text from the term paper:
with interventions that are validated through research. They are then assessed frequently to determine their progress with that intervention. If they are not making adequate progress, another research-based intervention is
used. If that does not work, it may be time to refer them for special education. In effect, RTI is an early intervention program to stop the cycle of
failure. It is used in both reading and mathematics to identify students who are struggling (Institute of Educational Sciences, 2009; Helmlinger, 2008). In grades k-2, schools screen students at least
yearly for reading skills. Student progress is measured according to Tiers: Tier 1 interventions are all reading instruction that teachers deliver to all students; Tier 2 interventions are provided for
students who have problems according to the assessments being used, e.g., small group instruction; Tier 3 interventions are used for students who do not make adequate progress with Tier 2
interventions. Tier 3 might include one-to-one tutoring or a combination of interventions (Capital Impact, 2010; Lipson and Wixson, 2010; Institute of Educational Sciences, 2009; Helmlinger, 2008). Georgia includes a Tier
4, which is a specialized program and/or adapted curriculum and instruction (Capital Impact, 2010). Frequent assessment is critical in this process. The Institute of Educational Sciences (2009) make recommendations for
each Tier: screen all students at the beginning of the year and at half-term; provide differentiated reading instruction as needed; provide intensive, systematic instruction for those needing it; monitor progress
consistently; provide intensive instruction each day and assess frequently (Institute of Educational Sciences, 2009). Oral reading fluency is necessary to achieve academically in all content areas. Lacking fluency, students miss
the meaning of the text (Musti-Rao, Hawkins and Barkley, 2009). As important as it is and despite the fact the evidence-based instruction and programs have been required for years, "nearly
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