• Corpus ID: 35619712

Responsiveness to Intervention A JAodel for Implementing Responsiveness to Intervention

  title={Responsiveness to Intervention A JAodel for Implementing Responsiveness to Intervention},
  author={Lynn S. Fuchs and Douglas Fuchs},
For decades, the major procedure for identifying children with learning disabilities (LD) has involved documenting a discrepancy between a student's ]Q and achievement. With this approach, however, identification typically occurs at fifth grade, so children must "wait-tofail" before intervention can occur. For this reason, along with technical difficulties associated with the IQ-achievement discrepancy (see Vaughn & Fuchs, 2003 for a summary), the 2004 reauthorization of the Individuals With… 

Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource

Sarah Mote. DOES SETTING AFFECT STUDENT ACHIEVEMENT: COMPARING CO-TEACHING TO RESOURCE. (Under the direction of Dr. Connie McDonald). School of Education, December, 2010). This causal comparative

The Relationship between Students' Reading Performance on Diagnostic Assessments and the Third Grade Reading Achievement Test in Ohio.

Rachel Vannatta Reinhart, Advisor The purpose of this correlational study was twofold: to examine the relationship of students’ reading performance on six different diagnostic reading assessments and

A Secondary Intervention in Reading: Word Skills for Junior High

Poster presented at the 4th Annual Remick Leadership Conference. Address correspondence to Sheila M. Klich, 4910 N. Claremont Ave. Chicago, IL 60625, sklich@values4life.com Saint Matthias

Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District

Implications for Policy, Using the Interrupted Time Series Analysis, and Discussions for Policy are discussed.

Cognitive Function and the Administration of a Writing Strategy Compendium Incorporating Autobiographical Recall and Art

of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy

Models of response to intervention in the Northwest Region states

The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities.

Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self-modeling to improve decoding skills and sight word recognition to offer promise for a specific intervention that may reach particular students who respond poorly to Tier 1 reading instruction.



Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention

The predictive utility of screening measures for forecasting math disability (MD) at the end of 2nd grade and the predictive and discriminant validity of math progress-monitoring tools were assessed.

Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures

Response to intervention (RTI) models for identifying learning disabilities rely on the accurate identification of children who, without Tier 2 tutoring, would develop reading disability (RD). This

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

The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Educational accountability and its counterpart, high-stakes assessment, are at the forefront of the educational agenda in this era of standards-based reform. In this article, we examine assessment

Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability

Reading impaired first graders were given daily tutoring as a first cut diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by

Intensive Remedial Instruction for Children with Severe Reading Disabilities

The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal able, and prior levels of component reading skills.

Redefining learning disabilities as inadequate response to treatment: Rationale and assumptions

  • Learning Di.sabilities Research and Practice,
  • 2003

The course of reading and mathematics development in first grade : Identifying latent trajectories and early predictors

  • Making " secondary intervention " work in a three - tier responsiveness - to - intervention model : Findings from the first - grade longitudinal study at the National Research Center on Learning Disabilities