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Applications of responsiveness to intervention and the speech-language pathologist in elementary school settings
1Department of Hearing and Speech Sciences, University of Maryland, College Park, Maryland, USA. froth@hesp.umd.edu
Abstract:
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.
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