Response To Intervention Book Review
The third I chose to review is a synopsis of the book “Evidence-Based Reading Practices for Response to Intervention”. The authors of the book, Diane Haager, Janette Klingner, and Sharon Vaughn, have co-authored many book and articles together that “focus on teaching reading in general…” (Rankin, 2008). The book combines almost 40 contributors into a manual for teachers to “effectively implement their own Response to Intervention (RTI) programs” (Rankin, 2008). Their RTI manual has a three-tier approach which has become revolutionary and is designed to helped students succeed at their own pace. The first few chapters of the manual provides a short, yet straightforward explanation of the three-tier approach. Also, in these first few chapters,
the authors draw attention to the fact that majority of the school systems presently use the “IQ-score-achievement discrepancy model” when deciding which students are able to receive additional help to boost their reading skills (Rankin, 2008). But, for this model to work, students will have to willingly fail in order to qualify for additional services. This means that “only after they have significantly fallen behind” will they be eligible for additional academic services. As the chapters intensify, the authors start to argue for the integration of ongoing assessments “to quantify student responsiveness to the program and to tailor instructional programs to individual student needs in the third tier of the program” (Rankin, 2008). Chapter 6 is very distinctive; authors “present real case studied of students who have gone through RTI programs” with proof of neuroimaging that shows the parts of the brain that are directly associated (Rankin, 2008). The final paragraph of the article mentions the essential changes in the neuromagnetic activity of particular parts of the brain in child who have completed both the second and third RTI program.
This article is directly related to the course. Throughout the course, we talked about Response to Intervention strategies. We read about the special role playing of the response to intervention. Throughout the course, we talked about all the changing views of special education and how it particularly focuses on the tension that was created by the No Child Left Behind law and all of the special needs of children with exceptionalities.
the authors draw attention to the fact that majority of the school systems presently use the “IQ-score-achievement discrepancy model” when deciding which students are able to receive additional help to boost their reading skills (Rankin, 2008). But, for this model to work, students will have to willingly fail in order to qualify for additional services. This means that “only after they have significantly fallen behind” will they be eligible for additional academic services. As the chapters intensify, the authors start to argue for the integration of ongoing assessments “to quantify student responsiveness to the program and to tailor instructional programs to individual student needs in the third tier of the program” (Rankin, 2008). Chapter 6 is very distinctive; authors “present real case studied of students who have gone through RTI programs” with proof of neuroimaging that shows the parts of the brain that are directly associated (Rankin, 2008). The final paragraph of the article mentions the essential changes in the neuromagnetic activity of particular parts of the brain in child who have completed both the second and third RTI program.
This article is directly related to the course. Throughout the course, we talked about Response to Intervention strategies. We read about the special role playing of the response to intervention. Throughout the course, we talked about all the changing views of special education and how it particularly focuses on the tension that was created by the No Child Left Behind law and all of the special needs of children with exceptionalities.