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

Bibliographic Data

ID4851488
AuthorsBarbara J Ehren (University of Central Florida), Donald D Deshler (University of Kansas), Patricia Sampson Graner (University of Kansas)
Year2010
Volume49
Issue4
Pages315-322
Publication date2010-10-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2010.510760
OpenAlexW2045738973
LanguageEN
Citations received1
References cited3

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

Component (thermodynamics · Context (archaeology · Curriculum · Intervention (counseling · Literacy · Mathematics education · Pedagogy · Response to Intervention · Scope (computer science · Special education · Computer Science · Educational and Psychological Assessments · Psychology · Reading and Literacy Development · Writing and Handwriting Education

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