Reading at the Secondary Level

Abstract: 

Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.

This publication has been peer reviewed.
Publication Type: 
Book Chapter
Authors: 
Dr. Carol Hall and Dr. Jamie Mahoney
Year of Publication: 
2015
Journal, Book, Magazine or Other Publication Title: 
Examining Response to Intervention (RTI) Models in Secondary Education
Pages: 
78-101
Publisher: 
IGI Global
Date Published: 
Wednesday, July 1, 2015
Publication Language: 
English
ISSN Number: 
ISBN13: 9781466685161
ISBN Number: 
ISBN10: 1466685166
DOI: 
DOI:10.4018/978-1-4666-8516-1
Editors: 
Pam Epler
Boyer's Domain: 

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