Over recent decades, achieving the goal of literacy for all children has become more challenging. Although gains have been made in students' achievement of basic literacy skills, there has not been a significant increase in the numbers of students who achieve at or above the proficient level in literacy. Response to Intervention (RTI) has the potential to help teachers identify children who may need assistance before they experience frustration and failure. As more schools are implementing RTI, some aspects may require further examination before the process can be used without reproducing the inequalities that plague some current special education practices.
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