2011/01/03 by Charles A. Hughes, Douglas D. Dexter · 2 citations
Psychology · #Educational and Psychological Assessments #Family and Disability Support Research #Reading and Literacy Development
paper · doi:10.1080/00405841.2011.534909
crossref issued 2011/01/03 · crossref published 2011/01/03 · crossref published-print 2011/01/03 · openalex publication_date 2011/01/03 · crossref published-online 2011/01/18 · crossref created 2011/01/20 · crossref deposited 2025/04/10 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/07/31
Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing, models of RTI that can be used by school systems and the topic of RTI is frequently written about in educational journals and spoken about at professional conferences. The purpose of this article is to provide the reader with a summary of the research base related to the typical components of the RTI process, as well as the evidence base for RTI when implemented in its entirety.