Child Characteristics by Instruction Interactions: What Does this Mean for RTI?
Presenter: Carol Conner
Accumulating research is showing that the impact of early reading instruction depends on the language and literacy skills children bring to the classroom. Moreover, new research suggests that we can predict optimal amounts and types of instruction for students when we have good assessment and set high expectations. However, optimal instruction, especially in the early grades, is less intuitive than previously thought. This session will examine how to use assessment to design and implement differentiated instruction, based on child by instruction interaction research, across Tiers 1 and 2.