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Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

Published online by Cambridge University Press:  28 September 2020

Linda S. Siegel
Linda S. Siegel*
Affiliation:
Department of Educational and Counselling Psychology, and Special Education, Faculty of Education, University of British Columbia, Vancouver, British Columbia, Canada
*
Author for correspondence: Linda S. Siegel, Email: linda.siegel@ubc.ca
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Abstract

This article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

Keywords

early identificationdyslexiaEAL (English as an Additional Language)interventionphonemic awareness

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Type
Articles
Information
The Educational and Developmental Psychologist , Volume 37 , Issue 2 , December 2020 , pp. 140 - 146
Copyright
© Australian Psychological Society Ltd, 2020

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