In the Mesmer article on page four it discusses RTI as an initial referral and identification process. They state "Universal literacy practices are established. Prevention begins with universal literacy screenings to identify students who could be at risk (see Table 3). Any state receiving Reading First monies has identified a literacy screening in grades K–3. All students are screened on basic literacy skills approximately three times per year. Typically, student performance is compared with
minimal benchmark scores and students not meeting benchmarks receive help."
In summation, the Mesmer article states on page 12 "RTI is an initial attempt
to provide an alternative to the dominant and damaging discrepancy model in which so much time is spent admiring the student’s reading problem. By this we mean people discuss the problem, collect data on it, and write about it, months before they do
anything about it. IDEA 2004 provides school districts with a choice to opt out of the discrepancy model."
How would Tovani, in I Read It But I Don't Get It, compare this method of identifying struggling readers with the process of "fake reading?" I wonder which interventions and assessments would be the most effective at quickly discerning the fake readers and honing in on ways to help them? Rather than admiring their lack of skills in meetings, how can we help those fake readers that are already in upper elementary or middle school? High school too; how does switching to the RTI model help our older students? I would be interested to hear from my colleagues.
Here is Danielle's opoinion on the fake readers and ELL students regarding RTI. http://myteachingventure.blogspot.com/
Can Messy Learning Make A Comeback?
10 months ago
Good question Kristen. Does RTI model help struggling middle school and high school readers? I believe RTI helps any age student to get the services they need earlier than later and without attaching the label of "special education". The student may or may not need have further services in the future, but in the meantime, students can be taught reading strategies. Tovani says," Don't reduce the opportunities your students have to read because they are having difficulty. Teach them the strategies that will help them read the assigned materials and assign interesting, accessible text."(p.21)
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