ABSTRACT
Despite the poor writing outcomes of students in the U.S., Response to Intervention (RTI) models for improving writing instruction have received little attention in the research literature. In this chapter, we establish the context for RTI in writing with a brief summary of what is known about school-based assessment for students’ writing performance and for identifying writing difficulties. Next, recommended practices for elementary writing instruction are reviewed. We then review RTI research, specifically, randomized controlled trial studies that have evaluated writing intervention at Tier I, Tier II, and Tier III, that has established an evidence-base for effective instruction.
