Document Type


Publication Date

Spring 2008


Response to intervention (RTl) is increasingly used to organize reading instruction and assessment. One component of an RTI framework is the universal screening of students to determine who is at risk for developing reading problems. For screening to be effective, it must be efficient, accurate and have positive consequences for its use. This article discusses the current approaches to screening and their limitations, and provides recommendations for improvement.

Copyright Statement

This document was originally published by Academic Exchange Quarterly in Academic Exchange Quarterly. Copyright restrictions may apply.