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Introduction to Response to Intervention: What, Why, and How Valid Is It?.
On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act (IDEA, 2004). The revised law is different from the previous version in at least one
Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education
This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research
Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis
The purpose of this article is to consider oral reading fluency as an indicator of overall reading competence. We begin by examining theoretical arguments for supposing that oral reading fluency may
Assessing intervention responsiveness: Conceptual and technical issues.
Implementing an intervention responsiveness approach to the identification of learning disabilities (LD) requires specification of procedures for the assessment process. In this article, the author
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems
In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed. Then, an overview of the promise and the potential pitfalls of
Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research
We review the body of research on reading comprehension for students with learning disabilities. First, we describe the factors that lead to the comprehension difficulties of these students. Next we
The Past, Present, and Future of Curriculum-Based Measurement Research
Thirty years ago, the dominant approach to progress monitoring was mastery measurement. With mastery measurement, teachers specify a hierarchy of instructional objectives constituting the annual
The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
This study examined the efficacy of preventive 1st-grade tutoring in mathematics, estimated the prevalence and severity of mathematics disability, and explored pretreatment cognitive characteristics
A Model for Implementing Responsiveness to Intervention
The premise behind RTI is that students are identified as LD when their response to validated intervention is dramatically inferior to that of peers, and the inference is that these children who respond poorly to generally effective interventions have a disability that requires specialized treatment to produce successful learning outcomes.
Effects of Systematic Formative Evaluation: A Meta-Analysis
The magnitude of the effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior modification, and implications for special education practice are discussed.