ABSTRACT
This chapter aims to describe and extend the limited literature on response to intervention (RTI) or multi-tiered systems of support for upper-elementary struggling readers. It explains RTI for struggling readers at this level, and synthesizes the small but growing body of research that has provided intensive intervention to students who have not adequately responded to earlier intervention. The chapter describes a data-based individualized process for intensifying interventions for students with the most persistent reading difficulties. It also describes how developing an academic growth mindset may enhance students' motivation and reading engagement. The chapter shows an exploratory case study of two fourth grade students with reading disabilities who had not adequately responded to a widely implemented standard intervention provided in the context of a large experimental study. It describes how author develops and implements an intensive intervention combining elements of a growth mindset training with a data-based instruction intensive, small group reading intervention with these two students.
