![]() Schools that have integrated the explicit instruction of reading and writing across the content areas support student achievement across the curriculum (National Association of State Boards of Education, 2005). Reading and writing skills are critical to student success across the curriculum, and they need to be an integral focus to "form a supportive web of related learning" (Langer, 2001, p. Further information on effective instructional practices for reading in the secondary grades can be found at the Center on Instruction, as well as in the Reading Next report (Biancarosa & Snow, 2006), which outlines recommendations for improving middle and high school literacy achievement. ![]() The development of a strong Tier 1 literacy program is an important first step for secondary schools implementing RTI.Īlthough it is beyond the scope of this article to present a comprehensive plan for improving Tier 1 reading instruction, a synopsis of best practices is provided below. These gains do not hold past the 4 th grade, however, unless a strong, coordinated, and comprehensive focus on literacy instruction is maintained in the later grades (Biancarosa & Snow, 2006). The recent emphasis on strengthening reading instruction in the early grades has demonstrated positive effects for improving reading achievement for students in Grades 1–3 (Biancarosa & Snow, 2006). For an RTI model to be effective in leading to improved student outcomes, the Tier 1 program in Grades 4–12 must include evidence-based practices that support literacy development for adolescent readers. In recent years, though, reading accountability measures that span the grade levels have placed a new emphasis on continued literacy instruction in the middle and high school grades. Historically, once students move into the higher grades, formal reading instruction ceases and reading becomes the means by which students learn content. RTI is a tiered model of service delivery in which all students are provided with effective, evidence-based practices to support their reading development in Tier 1. The conceptual framework underlying RTI stems from the preventive sciences approach. ![]() Before reviewing these measures, however, it is important to first consider the nature of reading instruction at the secondary level and the characteristics of students who struggle with reading. This article provides information about measures that can be used to identify students at risk for reading problems in Grades 4–12. For schools, this means that a system for screening to identify struggling readers needs to continue beyond the early elementary grades into the middle and high school grades. Even with an effective RTI process in place in Grades K–3, however, there will continue to be students in the later grades who require intervention to support their reading development. When RTI is implemented with fidelity in the early grades, the anticipated outcome is that students who are struggling readers will be identified early and provided intervention. National Center on Response to Intervention Tools Charts. ![]()
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