Perspectives on Language Learning and Education

From the Coordinator

Hewitt, L. E. — 2008-03-01

Designing Quality Tier One Learning Environments for Emergent and Early Readers

Cabell, S. Q., McGinty, A. S., Breit, A., Justice, L. — 2008-03-01

In this article, the authors discuss high priority instructional targets that should be addressed in early childhood classrooms to support emergent and early literacy development. Additionally, this article discusses the collaborative role speech-language pathologists can play in providing early literacy support at varied stages of the RTI process.

Models of RTI for SLPs: Is This What We Have Been Waiting for?

Montgomery, J. K. — 2008-03-01

In this article, the author reviews recent changes in professional practices and perspectives that have supported the important need for an RTI framework for supporting literacy development in children. In addition to reviewing the three tiers of service included in an RTI model, the author presents examples of RTI models in addressing speech, language, and reading difficulties in children. The article concludes with suggestions for speech-language pathologists for starting an RTI program.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

Vellutino, F. R., Zhang, H. — 2008-03-01

This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Identifying Children Who Require Different Instruction in a Response to Instruction Framework

Speece, D. L., Hines, S. J. — 2008-03-01

This articles presents information on how schools may go about identifying children who are not responding to Tier 1 support and are thus in need of different instruction. In addition, this article reviews varied screening approaches, including Curriculum-Based Measurement, and discusses ways of monitoring and evaluating progress.

Falling Through the Cracks: Children Who Are Exceptions to the RTI Identification Process

Davis, N., Compton, D. L. — 2008-03-01

This article discusses late emerging reading disabilities (RD) and provides possible explanations for false negatives that occur in the RTI process. In addition to providing a theoretical framework for thinking about late emerging RD, the authors conclude with suggestions for speech-language pathologists to improve the early identification of children who are at risk for late emerging RD.