Effects of Response to Students' Reading Intervention

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Selected Topic: Educational Changes Regarding Response to Intervention in Wisconsin and its Implications for Reading Teachers

Ia. Justification for chosen topic based upon both personal and professional experience:

The Individuals with Disabilities Education Act of 2004 (IDEA) in combination with the No Child Left Behind (NCLB) law are significantly changing the way classroom teachers, reading teachers, and special education teachers are identifying students’ needs and delivering instruction. Response to Intervention (RTI) is becoming the prevailing model for schools in Wisconsin and across the nation to address the learning needs of all students.

According to Fuchs and Fuchs (2006), RTI is a multi-tiered approach to “providing early intervention to all children at risk for school failure” (p. 93). Although there are multiple models for RTI, it always involves the use of evidence-based instruction for all students, screening to identify at-risk students, tiers of increasingly intensive and differentiated instruction for those identified at risk, and ongoing monitoring of student responsiveness to instruction (RTI Action Network, 2011). Students who do not respond to highly intensive instruction may be identified as having a specific learning disability.

My professional motivation for choosing this topic is based on the International Reading Association’s identification of reading and literacy specialists as key professionals in assessing student learning, planning appropriate instruction and monitoring students growth (International Reading Association, 2009). As a Reading Teacher, I will need to have a thorough understanding of the implications of both IDEA and RTI, and be ready collaborate with a...

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...for the Reading Teacher. In D. Fuchs, L.S. Fuchs, & S. Vaughn (Eds.), Response to intervention (pp. 105-122). Newark, DE: International Reading Association. Accessed online March 12, 2011 at

Temple, C., Ogle, D., Crawford, A & Freppon, P. (2011). All children read: Teaching for

literacy in today’s diverse classrooms. Boston: Pearson Education, Inc.

Wisconsin Department of Public Instruction. (2010) Wisconsin response to intervention: A guiding document. Retrieved March 12, 2011 from

Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It?. Reading Research Quarterly, 41(1), 93-99. Retrieved March 16, 2011 from EBSCOhost.
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