Recursos
Página 9: Referencias y recursos adicionales
Para citar este módulo, favor de usar el siguiente formato:
The IRIS Center. (2006). RTI (parte 1): Una visión general.
Accedido de
https://iris.peabody.vanderbilt.edu/module/rti01-overview-spanish/
- Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D.,
- et al. (2005). Response to intervention: Policy considerations and implementation.
Virginia: National Association of State Directors of Special Education, Inc. - Bradley, R., Danielson, L., & Hallahan, D. P. (Eds.). (2002). Identification of
- learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc. - Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative
- approaches to the definition and identification of learning disabilities: Some
questions and answers. Annals of Dyslexia, 54(2), 304–331. - Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J., & Hamlett, C. L.
- (2005). Responsiveness to intervention: Preventing and identifying mathematics
disability. Teaching Exceptional Children, 37(4), 60–63. - Fuchs, D., & Fuchs, L. S. (2005). Responsiveness to intervention: A blueprint for
- practitioners, policymakers, and parents. Teaching Exceptional Children, 38(1),
57–61. - Fuchs, L. S., & Fuchs, D. (2007). The role of assessment within a multi–tiered
- approach to reading instruction. In D. Haager, S. Vaughn, & J. Klingner, (Eds.),
Validated practices for three tiers of intervention. Baltimore: Brookes. - Fuchs, L. S., & Fuchs, D. (2006). Implementing responsiveness to intervention
- to identify learning disabilities. Perspectives, 32(1), 39–43.
- Fuchs, D., Fuchs, L. S., & Compton, D. (2004). Identifying reading disabilities by
- responsiveness to instruction: Specifying measures and criteria. Learning Disability
Quarterly, 27, 216–227. - Fuchs, D., Fuchs, L. S., McMaster, K. L., Yen, L., & Svenson, E. (2004). Non-responders:
- How to find them? How to help them? What do they mean for special education?
Teaching Exceptional Children, 36(6), 72–77. - Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness to
- intervention: Definitions, evidence, and implications for the learning disabilities
construct. Learning Disabilities Research and Practice, 18(3), 157–171. - McMaster, K. N., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to
- nonresponders: An experimental field trial of identification and intervention
methods. Exceptional Children, 71(4), 445–463. - Vaughn Gross Center for Reading and Language Arts at The University of Texas at
- Austin. (2003). Introduction to the 3-tier reading model: Reducing reading
difficulties for kindergarten through third grade students (4th ed.). Austin, TX:
University of Texas System/ Texas Education Agency. - Vaughn, S. R., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate
- response to treatment: Rationale and assumptions. Learning Disabilities Research
and Practice, 18(3), 137–146.
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