In the article "Response to Intervention (RTI): What Teachers of Reading Need to Know" by Eric M. Mesmer and Heidi Anne E. Mesmer, Response to Intervention is defined as a "process measuring whether a learner's academic performance improves when provided with well-defined, scientifically based interventions. In an RTI model, the 'tests' of whether students possess learning disabilities are not standardized measures but students' measured responses to interventions." The RTI process consists of five steps. In the first step, all students in the school are screened on basic literacy skills, and the students' scores are compared to benchmark scores. Students who do not meet benchmark receive additional help through scientifically valid interventions (Step 2). In Step 3, progress-monitoring assessments are done with the students to assess the effectiveness of the interventions being used. In Step 4, interventions are individualized for readers who continue to struggle, with the student's progress continued to be monitored. Finally in Step 5, for readers who still continue to struggle, the student's eligibility for special education services is determined. The authors said that they "have seen this RTI approach increase the quantity and quality of instruction for struggling readers." Instead of having to wait while school staff discusses the problem, collects data on it, and writes about it before actually doing anything about it, the RTI model quickly begins additional reading instruction with the student to start the process of working toward improved reading and working toward the goal of reading at grade level. I agree with the authors that this is a positive approach toward helping students improve with their reading, instead of right away just labeling the student as having a learning disability. With collaborative efforts of school staff, effective reading interventions can be determined and utilized for students that will help them improve with their reading.