Fuchs and Fuchs’ (2006) Introduction to Response to Intervention: What, why, and how valid is it? highlights the important features of Response to Intervention, explicate much of the RTI vernacular, and explain why it is effective model, both economically and pragmatically. Moreover, they provide insight into what questions remain unanswered and what issues remain unresolved. In defining RTI Fuchs and Fuchs (2006) deconstruct the phrase into its individual terms. Response begins by selecting “at-risk” students that have been identified as a group in which “nonresponders are likely to emerge.” (Fuchs & Fuchs, 2006, pg. 93). There are various methods for the selection of these students, and the authors expound on the different strategies available. After at-risk students have been selected, “… their responsiveness to general education instruction is monitored.” (Fuchs & Fuchs, 2006, pg. 93). Much of RTI assessment is characterized by “progress monitoring … a form of dynamic assessment because its metric is change in students’ level or rate of learning.” (Fuchs & Fuchs, 2006, pg. 94). Meanwhile, RTI intervention is broken up into tiers of instruction. “The nature of the academic intervention changes at each tier, becoming more intensive as a student moves across tiers.” (Fuchs & Fuchs, 2006, pg. 95). RTI intervention serves two primary purposes. The first is “… to provide struggling students with early, effective instruction.” The second is “… to provide a valid means of assessing learner needs.” (Fuchs & Fuchs, 2006, pg. 96). The citation for this resource is provided below.
Fuchs, D., & Fuchs, L. (2006). Introduction to response intervention: What, why, and how valid is it?.Reading Research Quarterly, 41(1), 93-99. Retrieved from http://www.jstor.org/stable/4151803
