Applications of Responsiveness to Intervention and the Speech-Language Pathologist in Elementary School Settings
This article addresses ways in which speech-language pathologists can play a proactive and substantive part in school-wide language and reading disability prevention and intervention efforts within the responsiveness to intervention framework. Within a collaborative working paradigm, specific student-focused instructional targets are presented in the areas of oral language, metacognition, and reading comprehension. A discussion of professional development focuses on enhancing teacher-student communication interaction, a critical yet often undervalued component of teacher training.
Posted on April 30, 2009, in Research and tagged early intervention, identification, language pathologists, learning disabilities, prevention, professional development, reading disabilities, service delivery models, speech, student discourse, teacher. Bookmark the permalink. Leave a comment.