Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students
Abstract:Research indicates that the practice of gradelevel retention may have negative effects on students; nevertheless it is often used in practice for students who fail to meet academic standards. In contrast to retention, response to intervention (RtI) is a sound practice that is based on a preventive framework and utilizes differentiated instruction and progress monitoring to meet student needs. The present study examined a sample of students from a district where RtI implementation was being scaled-up, but reten… Show more
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