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

    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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