# The Power of RTI and Reading Profiles ## A Blueprint for Solving Reading Problems by ### Louise Spear-Swerling, Ph.D. Southern Connecticut State University, New Haven ### Baltimore • London • Sydney Excerpted from *The Power of RTI and Reading Profiles: A Blueprint for Solving Reading Problems* by Louise Spear-Swerling, Ph.D. ## Contents 1. Introduction 2. A Componential View of Reading Abilities and Reading Problems 3. The Path to Proficient Reading 4. Common Profiles and Patterns of Reading Difficulties 5. Research-Based Practices for Assessment in Reading 6. Research-Based Practices for Reading Instruction and Intervention 7. Students with Specific Word-Recognition Difficulties 8. Students with Specific Reading Comprehension Difficulties 9. Students with Mixed Reading Difficulties 10. The Role of Teacher Effectiveness in Children's Reading Achievement 11. Conclusions and Future Directions ## About the Author ### Louise Spear-Swerling, Ph.D. Professor, Department of Special Education, and Reading Coordinator, Graduate Program in Learning Disabilities, Southern Connecticut State University. Dr. Spear-Swerling’s research interests include literacy acquisition, reading difficulties, and teacher education. She has published peer-reviewed articles and book chapters on these topics. Dr. Spear-Swerling has helped prepare both general and special educators for over three decades. ## The Role of Teacher Effectiveness in Children’s Reading Achievement When I first began my career as a teacher of reading, my classroom happened to be next door to that of a veteran educator with a sterling reputation for teaching literacy. I often lingered by my classroom door to observe this teacher working with her students, learning a great deal about explicit teaching and unambiguous instruction. This chapter discusses the knowledge and skills needed to be a successful teacher of reading, as well as how schools of education may better prepare educators. Effective teachers are essential for students, especially those vulnerable to reading difficulties. Unlike certain variables affecting children's reading progress—such as genetic factors and socioeconomic status—teacher quality can be influenced through preparation and professional development. There's considerable room for improvement in teacher preparation practices, which can help retain capable educators and enhance student reading achievement. ## RESEARCH ON EFFECTIVE TEACHERS OF READING Recent research on teacher effectiveness highlights value-added measures, which evaluate individual teachers based on their contributions to student achievement in reading. Studies indicate that effective teachers can have significant impacts on student performance, especially in high-risk students, and levels of teacher effectiveness vary greatly across educators. While teacher effectiveness correlates strongly with student achievement, issues with teacher evaluation methods persist and include variability in outcome measures and assignment biases. Comprehensive understanding of effective teaching practices remains a crucial area of focus, particularly how teachers can address diverse needs in reading instruction. ## TEACHERS’ DISCIPLINARY KNOWLEDGE ABOUT READING Research shows that teachers often lack fundamental knowledge necessary for effective reading instruction. This includes understanding phonics, phonemic awareness, and the structure of language, which are critical to promoting reading skills. Studies consistently reveal that many educators struggle with critical instructional tasks, indicating a need for improved teacher training and preparation focusing on essential reading competencies. In summary, teachers should possess knowledge in areas such as reading development, assessment, language structure, instructional strategies, and differentiation of instruction to better accommodate students with varied learning needs. ## PRESERVICE TEACHER PREPARATION IN READING Effective preservice teacher preparation is essential in developing knowledgeable reading educators. Studies indicate that current preparation programs fail to adequately cover key reading competencies. There is significant variability in teacher education programs across states regarding the depth and breadth of reading instruction. Additionally, many preparation programs do not sufficiently emphasize research-based knowledge or the practical competencies required for effective teaching. Key components for enhancing preservice teacher preparation include: - **Integrate Field Experience**: Require substantial supervised field experiences before student teaching to build competencies. - **Raise Expectations**: Promote high standards and substantive content in teacher education. - **Employ Expert Faculty**: Ensure that instructor expertise aligns with the foundational competencies required for teaching reading. - **Interdisciplinary Approaches**: Develop programs that integrate knowledge from various disciplines affecting reading education. ## USING COMMON PROFILES AND PATTERNS OF READING DIFFICULTIES IN TEACHER PREPARATION Understanding common profiles of reading difficulties assists teachers in identifying and addressing diverse student needs. This information enables educators to recognize distinctions between types of reading problems, plan effective instructional strategies, and monitor student progress. ## HOW CAN TEACHERS BE BETTER PREPARED TO IMPLEMENT RESPONSE TO INTERVENTION? Current preparation fails to equip many educators with the necessary skills to implement Response to Intervention (RTI) models effectively. Teachers need foundational knowledge in language structure and assessment techniques for successful intervention implementation. Familiarity with research-based instructional models also proves crucial for educators to successfully support struggling readers. Improvements in teacher preparation must emphasize field experiences that allow for practical application of skills and theoretical knowledge. Ongoing development opportunities for teachers regarding RTI and instructional strategies must also be prioritized to ensure educators can adequately support learners at all levels.