A literature review on why "responsiveness to instruction" (RTI) is still unsatisfactory.
Written in 2005; 2,700 words; 10 sources; $ 106.95
Paper Summary:
This paper examines eight questions that frequently arise when the conversation turns to Responsiveness to Instruction, or RTI. In particular the following paper looks at whether or not RTI should stand alone as the de rigueur means of classifying students perceived to have learning disabilities. Further the paper looks at the corpus of literature relating to RTI as well as the impact of the new means of classification upon the construct of Student Learning Disabilities and upon classroom pedagogy.
From the Paper:
"Concerns about the flagging academic fortunes of many of our children have become an increasingly pressing issue in recent years. With this in mind, the following paper will examine a number of questions that must be taken into account when assessing the merits and demerits of the controversial RTI approach to student evaluation. To wit, the paper will address the question of whether or not the "ability-achievement discrepancy" approach for identifying SLD should be replaced. The paper will also look at the question of whether or not RTI should be used as the exclusive method for the identification of SLD. Proceeding onward, the paper will review whether or not RTI possesses an adequate research base to warrant its implementation at the present time and whether or not there is a defensible, dependable way to quantify a student's RTI."
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