Response to Intervention Screening and Progress Monitoring Practices in 41 Local Schools
Issue Date
2009Author
Mellard, Daryl F.
McKnight, Melinda
Woods, Kari
Publisher
Learning Disabilities Research and Practice
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Published Version
www.blackwell-synergy.comMetadata
Show full item recordAbstract
This study describes response to intervention (RTI) screening and progress monitoring instruments and procedures in 41 local school settings. For screening the schools most often used published reading assessments or commercial products; a three times per year screening schedule was most prevalent. For progress monitoring schools most often relied on published reading assessments; a weekly progress monitoring schedule was most prevalent. The variability between local school practices is discussed with regard to efficiency, equity, and viability of RTI.
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Citation
Mellard, D., McKnight, M., & Woods, K. (2009). Response to intervention screening and progress-monitoring practices in 41 local schools. Learning Disabilities Research & Practice, 24(4), 186–195.
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