Title

Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools

Authors

Authors

B. J. Ehren; D. D. Deshler;P. S. Graner

Comments

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Abbreviated Journal Title

Theory Pract.

Keywords

Education & Educational Research

Abstract

This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving approach to RTI. However, a few components may need amplification for the CLC to become a comprehensive RTI system: Universal screening must address all the important aspects of literacy, including writing; schools must develop a broader approach to progress monitoring; schools must pay closer attention to the scope and function of decision-making teams; and, although fluid movement across levels has always been an important component of the CLC, for RTI to work, greater attention to this aspect is needed.

Journal Title

Theory into Practice

Volume

49

Issue/Number

4

Publication Date

1-1-2010

Document Type

Article

Language

English

First Page

315

Last Page

322

WOS Identifier

WOS:000282690600009

ISSN

0040-5841

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