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¶ … RTI or response to intervention protocol as applied to elementary schools. The first thought about the article is the title of it. The way the article was titled did not demonstrate the topic as best as it could. It was not informative and was oddly formed into a question that didn't showcase what the article was truly about.The problem is clearly stated as it pertains to RTI and states it in the title.
The article asks if RTI implementation will promote effective early intervention and represents a valid means of LD identification. (Fuchs & Fuchs, 2006) It states that RTI may be helpful in aiding to locate and identify students with learning disabilities. It can also help with reading and intelligence. The hypothesis showed the writer's desire to prove how RTI is helpful. It did this through the well crafted sections, specifically the section explaining what RTI is. It helped in defining important terms. The problem appears to not be very significant and the assumptions are clearly stated as mentioned before.
Coverage of the literature does appear to be adequate. This is shown through the various...
Such terms discussed are: Monitoring at-risk students, Multitiered instruction as well as further analysis of RTI. "A standard treatment protocol is an alternative to problem solving. Whereas the problem-solving approach differs from child to child, a standard treatment protocol does not. (Fuchs & Fuchs 2006)
The structure in discussion of the terms and the analysis of RTI led to me concluding it was well organized. It would have been better had it displayed more concrete facts like charts and data analysis to really see if their assumptions are indeed correct. The answer to the hypothesis wasn't directly answered. Important findings that were mentioned were noted. This was especially true when it came to the section "Special education costs." Any information mentioned there was cited and had concrete information.
What was vague was the relationship the problem connected to previous research. It was unclear and didn't really inform much concerning the heart of the matter. It feels as though…
References
Fuchs, D., & Fuchs, L. (2006). Introduction to response to intervention: What, why, and how valid is it?. Reading Research Quarterly, 41(n1), 93-99. Retrieved from http://www.reading.org/publications/journals/rrq/v41/i1/
RTI Response to Intervention Response to Intervention (RTI) Over the past decade, rapid changes have occurred in general educational practice to increase the focus on early identification of and intervention for students considered at risk. The aptly named response-to-intervention (RTI) model of service delivery is generally described as a multi-tiered model whereby students receive interventions of increasing intensity, with movement from one level to another based on demonstrated performance and rate of progress
(Thompson, Morse, Sharpe and Hall, 2005, p.40) The work of Vaughn, Levy, Coleman and Bos (2002) entitled: "Reading Instruction for Students with LD and EBD" published in the Journal of Special Education repots a synthesis of "previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD)." (p.1) a systematic process of review of research conducted between 1975 and 2000 is stated to have "yielded
Mindful vs. traditional martial arts toward improved academic grades in children diagnosed with ADHD While medication and psychotherapy are the current best practice in treating attention deficit hyperactivity disorder (ADHD), their benefits and aim are too peripheral and topical -- neither resolving the neurological origin of deficits. Moreover, many are opposed to these treatments and there are few substantiated and readily accepted alternatives. The consequences of ADHD have a ripple effect --
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
Discipline with Dignity Cardsmax The goal of the current research is not to conduct a thorough examination or make any inferences about the quality of research in the area of behavioral interventions and classroom management plans for students, but to present a broad stroke assessment of where we are as a field. Articles were culled from peer-reviewed journals and identified using electronic database systems, including Google Scholar, Eric, and Psychlnfo, as