Applications of responsiveness to intervention and the speech-language pathologist in elementary school settings.

Research paper by Froma P FP Roth, Gary A GA Troia

Indexed on: 29 Apr '09Published on: 29 Apr '09Published in: Seminars in speech and language


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.