Evidence‐based early reading practices within a Response to Intervention system

Bill Bursuck · Brooke Blanks

39 citations0/0 files storedPsychology in the Schools

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Reading and Literacy Development Behavioral and Psychological Studies Collaborative Teaching and Inclusion

Abstract

Abstract Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling readers early, before they fail. A key component of RTI is the implementation of evidence‐based reading practices within a multitiered framework. School psychologists are increasingly being asked to lead or be members of RTI building teams. As such, they can play an important role in assuring that evidence‐based practices in reading are implemented with integrity. The purpose of this article is to provide a framework for judging the extent to which early reading instruction within a multitier RTI system is evidence based. Key evidence‐based practices related to the content, design, and delivery of early reading instruction are described. © 2010 Wiley Periodicals, Inc.

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1986Handbook of research on teaching 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1990Beginning to read: thinking and learning about print 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.2013Direct-Instruction Reading 2000Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters

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