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The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling

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Response to intervention: are the Emperor's clothes really new?

Suzanne Carreker¹, R Malatesha Joshi

¹Neuhaus Education Center, TX, USA.

|November 4, 2010

Summary

Response to Intervention (RTI) aims to improve reading skills and identify learning disabilities (LD). A new Component Model of Reading (CMR) offers a multidimensional alternative for better reading instruction and success.

Area of Science:

Education
Psychology
Learning Disabilities

Background:

Response to Intervention (RTI) was introduced in 2004 with the Individuals with Disabilities Education Act reauthorization.
RTI contrasts with the discrepancy model for special education eligibility.
RTI aims to improve reading achievement and identify students with learning disabilities (LD).

Purpose of the Study:

To introduce the Component Model of Reading (CMR) as an alternative to the discrepancy model and RTI.
To describe CMR's multidimensional evaluation of poor readers.
To present empirical evidence supporting CMR.

Main Methods:

The paper describes the Component Model of Reading (CMR).
CMR evaluates poor readers' performance across three domains.

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The model facilitates the design of targeted reading instruction.

Main Results:

RTI shows promise for improving reading achievement under specific conditions.
Identifying students with learning disabilities (LD) using RTI remains challenging.
The Component Model of Reading (CMR) offers a multidimensional approach to assess reading difficulties.

Conclusions:

The Component Model of Reading (CMR) provides a more comprehensive alternative for evaluating and instructing struggling readers.
CMR's multidimensional assessment can lead to more effective, individualized reading interventions.
Further empirical evidence supports CMR's utility in ensuring reading success for students with reading difficulties.