Race, Response to Intervention, and Reading Research

Autor/in	Willis, Arlette Ingram
Titel	Race, Response to Intervention, and Reading Research
Quelle	In: Journal of Literacy Research, 51 (2019) 4, S.394-419 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willis, Arlette Ingram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X19877463
Schlagwörter	Race; Ethnicity; Response to Intervention; Reading Research; Critical Theory; Civil Rights Legislation; Federal Legislation; Racial Discrimination; Reading Achievement; Desegregation Litigation; School Desegregation; Educational Legislation; Elementary Secondary Education; Special Education; Politics of Education; Equal Education; Access to Education; Constitutional Law + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnizität; Leseforschung; Kritische Theorie; Private law; Bürgerliches Recht; Bundesrecht; Racial bias; Rassismus; Leseleistung; Integrative Schule; Bildungsrecht; Schulgesetz; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational policy; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Staatsrecht
Abstract	In this critique, race is centralized to draw attention to the role it plays in the complex evolution of response to intervention, past and present. I use a critical race theory analytical lens to focus on how the dominant narrative serves as a framework within institutional and political structures in support of the approach. A brief overview of anti-discrimination laws and policies is followed by several historical narratives that are used to convey the intersecting nature of early reading and special education research. The body of research is employed to articulate the goals and purpose of the intervention, sans a clear commitment to addressing racial disproportionality. This critique particularly exposes how response to intervention has neither improved reading achievement nor curtailed racial disproportionality, and emphasizes that reading research is complicit in the reproduction of racial inequality in education. I conclude with a call to action. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01