Abstract
Many school districts are using a Response-to-Intervention (RTI) framework to address reading comprehension disabilities. Research has shown that this tiered system is effective at identifying and preventing word reading disabilities. However, reading comprehension is a much more complex skill. In this article, I will discuss challenges with addressing reading comprehension using a response-to-intervention framework and provide suggestions for altering the traditional framework. Clinical implications for speech-language pathologists will be highlighted throughout the discussion.
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