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Diagnosis: The Missing Ingredient in RTI Assessment.

The article discusses the use of Response to Intervention (RTI) assessments for diagnostic purposes in literacy education. Particular focus is given to the authors' experiences in helping a Vermont school to adopt a systemic approach to RTI. According to the authors, creating diagnostic profiles for...

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Publicado en:Reading Teacher Vol. 65; no. 3; pp. 204 - 209
Autores principales: Lipson, Marjorie Y., Chomsky-Higgins, Pam, Kanfer, Jane
Formato: Artículo
Publicado: Wiley-Blackwell Nov2011
Materias:
Diagnostic teaching
Response to intervention (Education)
Literacy education
Reading teachers
Reading comprehension ability testing
Fluency (Language learning)
Vermont
Acceso en línea:Ver este registro en EBSCOhost
Sumario:The article discusses the use of Response to Intervention (RTI) assessments for diagnostic purposes in literacy education. Particular focus is given to the authors' experiences in helping a Vermont school to adopt a systemic approach to RTI. According to the authors, creating diagnostic profiles for struggling readers and implementing individually tailored interventions can help students meet important benchmarks and prevent the need for future interventions. Topics discussed include reading comprehension, fluency, and word identification.