The ASHA Leader - September 21, 2010 - (Page 12)

RTI Progress Monito monitoring measures need to receive additional or different forms of instruction. Students who demonstrate mainstream growth patterns in response to a level of instruction may be able to return to the mainstream classroom. Such decisions should be made on the basis of scores on ongoing progressmonitoring probes. SLPs can play an important role in helping school professionals understand the importance of language-based skills within the learning process. Within RTI frameworks, changes in language ability can be captured by progress-monitoring tools. SLPs can provide valuable input about ways to design, implement, and interpret progress-monitoring measures of language. By doing this, SLPs ensure that language skills are strongly and appropriately represented within RTI frameworks. Multi-tiered Approach by Sandra Laing Gillam and Laura Justice prevent reading problems is that of response-to-intervention, also known as RTI. RTI frameworks are becoming increasingly common as a means for identifying students with reading and learning disabilities and providing differentiated high-quality instruction to children. Criterionreferenced progress-monitoring measures play an important role in the RTI process. A student’s growth over time must be documented to support data-based decisions about subsequent instruction. Within tiered systems of service delivery, students who do not demonstrate adequate growth pattern on progressRTI is a multi-tiered approach to providing academic instruction. The concept of RTI emerged from research on the prevention of reading difficulties. In its original conceptualization, RTI was designed to provide an alternative to discrepancy-based diagnoses of reading and learning disabilities (Vellutino et al., 1996) and as a means to differentiate reading instruction for children in the early grades, particularly those who were responding less than optimally. School-based models of RTI are implemented as early as possible in an effort to prevent academic failure and to differentiate children whose academic challenges result from environmental etiologies (e.g., poor or inadequate instruction, limited home support M 12 any school-based professionals, including speech-language pathologists, have been frustrated as they watch students struggle to develop even the basic skills needed to read fluently. Given U.S. Department of Education estimates that one-third of primary-grade pupils struggle to learn to read, special educators and SLPs have become invested in initiatives designed to prevent, rather than remediate, reading problems. Perhaps the most well-known initiative designed to September 21, 2010

Table of Contents for the Digital Edition of The ASHA Leader - September 21, 2010

The ASHA Leader - September 21, 2010
Contents
Teens at Risk: "We're on the Edge of an Epidemic"
Bottom Line
Audiology
New Fluency, Cognition Diagnosis Codes
Schools 2010: Learning and Leadership in Las Vegas
RTI Progress-Monitoring Tools
Classroom Acoustics: What Possibly Could Be New?
Schools Practice: New Research and Online Resources
From the President
Schools Survey Caseload Data
Internet
Identification and Treatment of Landau-Kleffner Syndrome
Buyers Guide
Classifieds
First Person on the Last Page

The ASHA Leader - September 21, 2010