Document Type
Research Paper
Publication Date
2020
Abstract
The Response to Intervention (RTI) process was put in place to help schools respond to the shrinking reading abilities of our nation’s graduates, and to help identify which struggling readers truly had a learning disability, and which needed some interventions to strengthen reading skills. Teachers were called upon to use research that was scientifically based and had proven results in helping ensure all students were reading at grade level by the end of 3rd grade. RTI, when operating correctly, is a multitiered system of supports (MTSS), that has procedures in place to identify which students are at-risk of failing; implements levels of support that increase with need; and either moves students on to the next level of support, or moves them back to a lessrestrictive learning environment.
The RTI model was designed to work smoothly within the elementary school setting, but recent research has been shown that it can be effective in the secondary setting if utilized correctly. If implemented with fidelity, RTI will successfully improve reading abilities of secondary students and help them become better prepared to graduate from high school. This literature review will focus on the question: What obstacles do secondary schools present when trying to implement Response to Intervention? As teachers at the secondary level struggle to pique their older students’ interest in academics, particularly those who have a history of poor reading, math, and writing abilities, implementing strategies to help improve these abilities would be a step toward the end goal of high school graduation.
Recommended Citation
Mazur, Bessie, "This goes out to the underdogs: Identifying students with disabiliites at the secondary level" (2020). Brehm Scholars Research. 15.
https://commons.emich.edu/brehm/15