Schools Can Provide Better Interventions to Struggling Readers
Schools Can Provide Better Interventions to Struggling Readers More Intense Interventions, Better Training Needed;
Some Districts Lag Behind
Many Maryland schools are implementing the basic elements of Response to Intervention (RtI), a proven approach to help struggling readers. However, only one-third of schools offer more intensive interventions with highly-trained staff needed for students who are the furthest behind. It is not clear that interventions offered are enough to meet the need or are of sufficient quality. Schools must fully implement RtI to ensure students can read on grade level by the end of third grade.
The study is supported by a recent report by the Annie E. Casey Foundation that calls on making reading by the end of third grade a national priority. The report identifies factors that undermine grade-level reading proficiency. Maryland does poorly on many of these factors
For the full analysis by Advocates for Children and Youth, click here. For an ACY issue brief on Response to Intervention, click here.
For the report by the Annie E. Casey Foundation, click here.
