Exploratory Survey Summary

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Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators
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Through an exploratory survey, the authors, Seth A. King and Christopher J. Lemons, provide an understanding of the elementary and secondary educators’ knowledge and implementation of Response-to-Intervention. An exploratory survey was distributed to elementary and secondary educators in Pennsylvania to determine their understanding of Response-to-Intervention (RTI). Eight research questions were address in the survey, which were externally review and validated by experts in the field of RTI. The survey was distributed to randomly selected educators- private, public, and special schools- in Pennsylvania via e-mail. The responses …show more content…

King and Christopher J. Lemons. King is currently an assistant professor at Tennessee Technological University- Department of Curriculum and Instruction. His skills and expertise are Inclusive Education, Disabilities Studies, and Applied Behavior Analysis. King’s research experience includes Research Associate in the Department of Special Education at Vanderbilt University and Graduate Research Assistant in Department of Instruction and Learning at University of Pittsburgh. Lemon is an Assistant Professor of Special Education at Peabody College of Vanderbilt University and a trainer at the National Center on Response to Intervention. Lemon has published studies in peer-reviewed journals including Exceptional Children, Focus on Autism and Other Developmental Disabilities, Intellectual and Developmental Disabilities, Journal of Intellectual Disability Research, and Remedial and Special Education. Lemon’s research is driven predominantly on improving reading intervention for individuals who struggle with learning to …show more content…

Through the use of this survey, King and Lemons suggested that schools need to have clarity the purpose for RTI, that teachers need a fuller understanding of the nature of RTI, and school system need to provide targeted professional development. King and Lemons identified areas that administration needs to consider in order to implement effective RTI in the district. King and Lemons suggested areas such as; professional development, tools for implement and progress monitoring, and the needs of not only the students but also the educators who engage in RTI. King and Lemons implies that is crucial that educator be aware of the need to pursue training, tools, and a greater understanding for effective RTI. In my study, I will have to identify the needs of those students in order to implement effective interventions that will address reading remediation and utilize progress monitoring tool to target and focus on those needs.

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