Response-to-Intervention
Project Overview
SMU's Response-to-Intervention (RtI) research examines the role of technology in supporting effective implementation of an RtI framework with first-grade struggling readers. RtI is a framework for providing instructional services to children and, based on how they respond to these services, increasing the intensity of instructional services as needed. The ultimate goal of an RtI framework is to prevent learning problems when possible, and to determine who does and does not require on-going additional support, presumably through Special Education.
Approach
Within an RtI framework, instructional services are provided by tiers of intensity. Tier 1, also called Core instruction, is provided to all children and represents the normal educational program. Children who show signs of risk for having difficulty are also provided Tier 2, or supplemental tutoring, which is provided in addition to the core with small groups of children. Most children thrive from receiving instruction in the first two tiers. However, a small set continue to struggle even after receiving both Tier 1 and Tier 2 instruction. These are the children who likely have dyslexia or other learning disability that requires ongoing intensive Tier 3 instruction to overcome their reading difficulties.
Timeline and Status
(2009-present)
As of November 2010, the RTI research study is still in progress. If you would
like to request more information regarding RTI research,
click here.
Participants and Partners
Dallas ISD
Funding Source
Department of Education, Office of Special Education and Rehabilitative Services
Principal Investigator
Co-Principal Investigators
Reid
Lyon, PhD
Kyle Roberts, PhD
Project Coordinators and Contact
Carolyn Buss
Email: cbuss@smu.edu
Elisa Gallegos
Ph 214-768-4853
Email: elisa@smu.edu
Additional Resources
Assisting
Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier
Intervention in the Primary Grades