Learning Disabilities Practice
نویسندگان
چکیده
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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