Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators

Seth A King; Christopher J. Lemons

doi:10.18666/LDMJ-2014-V20-I4-6147

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Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators

Journal article

Peer reviewed

Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators

Seth A King and Christopher J. Lemons

Learning disabilities: A multidisciplinary journal, Vol.20(4), pp.189-199

01/01/2014

DOI: 10.18666/LDMJ-2014-V20-I4-6147

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Abstract

Although increasingly implemented in elementary and secondary education settings, research provides limited insight into practitioners' knowledge of Response-to-Intervention (RTI) at the secondary level. This paper presents descriptive findings from an exploratory survey of teachers that assessed the relationship between the grade level of teachers (n = 609), their exposure to RTI, and the implementation of practices associated with RTI (e.g., progress monitoring). Results underscore differences in the perception and implementation of RTI in elementary and secondary schools. Implications related to more clearly defining RTI at the secondary level are discussed.

Social Sciences

Education & Educational Research

Education, Special

Details

Title: Subtitle: Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators
Creators: Seth A King - Tennessee Technological University
Christopher J. Lemons - Vanderbilt University
Resource Type: Journal article
Publication Details: Learning disabilities: A multidisciplinary journal, Vol.20(4), pp.189-199
DOI: 10.18666/LDMJ-2014-V20-I4-6147
ISSN: 1046-6819
eISSN: 2374-7846
Publisher: Sagamore Publ Llc
Language: English
Date published: 01/01/2014
Academic Unit: Teaching and Learning
Record Identifier: 9985221547802771

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