What Research Has to Say About Reading Instruction - International ...

Framing the Session
Desired outcomes
• To interpret achievement levels
• To investigate the difference between children with a learning
disability and those who are experiencing difficulty with
reading acquisition
• To deliberate types of interventions (preventive, acceleration,
long-term support)
• To compare RTI with the types of interventions described in
Chapter 12
Guiding questions
• How can educators determine which students are
experiencing reading difficulties and which may have
learning disabilities?
• What constitutes an effective intervention?
• How can schools provide a comprehensive literacy intervention
program?
• How is RTI affecting our classrooms today?
Key vocabulary
• Relative standard: In describing a shift in reporting from the
National Assessment of Educational Progress (NAEP), how
students perform “on an administration of the test relative to
their performance on previous administrations” (p. 261)
• Absolute standard: Again in discussing the NAEP, “how many
students achieve a particular level of performance set a priori as
the desired achievement level” (p. 261)
• Learning disability: A term that is, according to Allington,
“socially constructed” (p. 267), with “no commonly accepted
operational definition” (p. 266)
• Response to Intervention (RTI): As discussed in session 5, a means
and framework for providing intervention to children at risk for
school failure, and an alternative to IQ-achievement discrepancy
for identifying children with learning disabilities
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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