Response to intervention (RtI) is a multitiered system of support framework that focuses on best practices for intervention. Because many secondary students exhibit weak literacy skills, the focus of this study is reading interventions. This qualitative study examines administrators' perspectives of implementing literacy interventions within a…

Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the…

This article discusses the outcomes of a partnership between four high schools and one university to reduce the need for remediation in reading and writing. The purpose of the partnership was to build relationships between secondary and postsecondary faculty and to create a senior year English Transition course for students who did not meet ACT…

The support of the principal is essential for a successful reading instruction program. Six suggestions are presented that principals can use to implement quality reading programs. (Author/MLF)

Little is known about the feasibility and rapidity with which the academic learning of students who enter high school multiple years behind grade level can be accelerated. This study uses multiple regression analyses of standardized test and survey data from high-poverty high schools in two large urban districts to evaluate initial effects of the…

Offers guidelines for secondary school administrators who need to evaluate reading instruction or to choose among alternative reading programs. (Author/WD)

After reading Larry Kennedy's "Problems and Progress in Junior High Reading Programs" in NASSP's Bulletin, December 1972, the writer began to write what he believed to be a sequel. This is it. (Editor)