Exploring the Perceptions of Middle School Teachers Regarding Response to Intervention Struggling Readers

被引：2

作者：

Thomas, Cathy Newman ^{[1
]}

Allen, Abigail A. ^{[2
]}

Ciullo, Stephen ^{[1
]}

Lembke, Erica S. ^{[3
]}

Billingsley, Glenna ^{[1
]}

Goodwin, Marilyn ^{[1
]}

Judd, Laura ^{[1
]}

机构：

[1] Texas State Univ, San Marcos, TX 78666 USA

[2] Clemson Univ, Clemson, SC 29631 USA

[3] Univ Missouri, Columbia, MO 65211 USA

来源：

EXCEPTIONALITY | 2022年 / 30卷 / 04期

关键词：

READING DIFFICULTIES; TO-INTERVENTION; STUDENTS; BELIEFS; MODEL; RTI;

D O I：

10.1080/09362835.2020.1729765

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Focus groups were conducted with middle school general and special education teachers to investigate their perceptions of Response to Intervention (RTI) reading intervention. Three cross-cutting themes emerged through content analysis: (a) the exigency of professional development, (b) buidling capacity to implement in middle school, and (c) teacher leadership. Participants supported the concept of RTI, but frustrations with feasibility were reported. Teachers implementing a standard-protocol expressed mixed perceptions. Future research should explore models that strengthen school capacity for middle school RTI and implications for professional development.

引用

页码：261 / 278

页数：18

共 57 条

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