Bev... What you describe sounds to me like RTI but not the RTI model often described here...but one where we really seriously give kids who struggle more time and more expert instruction. It is what RTI SHOULD look like. I had to LOL when you started writing about doing doctoral research. I am in the very earliest stages of thinking about my research. I have started a literature review on lesson study, BUT I am not at all certain that I will go that way. My temptation is to research the new research based programs in our district and using MY rules...measuring comprehension... not just reading rates and decoding nonsense words. I keep wavering back and forth. Either way, it will be reading comprehension related...lesson study in reading lessons OR what the long term affects are of direct instruction decoding programs on comprehension. Jennifer In a message dated 1/13/2009 9:35:24 P.M. Eastern Standard Time, [email protected] writes:
Yes, I've thought about a lot of the same issues. What we have been doing for intervention, the last decade and more, is giving each child a "session" of balanced literacy by the classroom teacher, a session of balanced literacy by a Title teacher, and giving those in greatest need yet another session (Reading Recovery). If only I could lop a couple of decades off my age, and I was in the mood to pursue a doctorate, what I would absolutely research for my thesis would be a comparison of programs such as described above, with programs that provided balanced literacy and an "intervention in a box", with programs that were exclusively direct instruction. **************Inauguration '09: Get complete coverage from the nation's capital. (http://news.aol.com/main/politics/inauguration?ncid=emlcntusnews00000003) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
