Response to Intervention in Writing: A Suggested Framework for Screening, Intervention, and Progress Monitoring

Abstract

Writing may be the most complex facet of the language arts. Students need to become competent writers to succeed in school and society; therefore, teaching these skills is an important educational goal. To accomplish this goal, schools must identify students who have writing difficulties early in order to enact effectual interventions. Early screening and intervention is even more important in the current educational climate of response to intervention. In this article we discuss how schools can create a tiered system of screening, intervention, and progress monitoring for writing.