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Semin Speech Lang 2009; 30(2): 075-089
DOI: 10.1055/s-0029-1215716
© Thieme Medical Publishers

Applications of Responsiveness to Intervention and the Speech-Language Pathologist in Elementary School Settings

Froma P. Roth1 , Gary A. Troia2
  • 1Department of Hearing and Speech Sciences, University of Maryland, College Park, Maryland
  • 2Michigan State University, East Lansing, Michigan
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Publication History

Publication Date:
27 April 2009 (online)

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ABSTRACT

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.

KEYWORDS

Early intervention - identification - learning disabilities - prevention - reading disabilities - service delivery models - speech-language pathologists - professional development - teacher-student discourse

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Froma P RothPh.D. 

Professor, Department of Hearing and Speech Sciences, University of Maryland

LeFrak Hall 0100, College Park, MD 20742

Email: froth@hesp.umd.edu