ABSTRACT

Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.

摘要

尽管中学阶段需要对干预做出反应 (RTI)，但研究很少，大多数研究都在探索州级政策指导和 RTI 在课堂上的实施调查。此外，州和联邦政策对于 RTI 在扫盲中实施的具体信息通常含糊不清。我们的全国调查报告了 209 名中学教师实施 RTI 的数据。进行了响应概况和统计显着性测试，确定许多中学课堂正在使用基于研究的建议来在全国范围内实施和实践 RTI。然而，在 RTI 的资源和实施方式上存在显着的区域差异。