Resources

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.

Byrd, E. S. (2011). Educating and involving parents in the response to intervention process: The school’s important role. TEACHING Exceptional Children, 43(3), pp. 32–39.

This informative article lays out the basics of the response to intervention approach and makes a detailed case for schools to enlist parental involvement in the process. Featured are notes on ways to address parents in a way that is helpful and informative without being overwhelming, various strategies for educating parents about RTI and what it entails, and thoughts on creating a support group. A brief list of studies related to parental involvement is included.

Chamberlain, S. P. (2006). Sharon Vaughn: The state of reading research and instruction for struggling readers. Intervention in School and Clinic, 41(3), 169–174.

In this interview, leading researcher Dr. Sharon Vaughn describes the state of research and instruction related to the reading skills of struggling learners. The conversation covers the direction of public policy, the extent to which current research is being translated into instructional materials and classroom teaching methods, and the special needs of English learners (ELs), among much more.

Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional Children, 78(3), 263–279.

As schools and school systems continue to implement RTI, the authors of this article set out to promote a program of “Smart RTI,” whereby those schools make the best use of what are by definition limited resources in order to maximize the learning outcomes for their students. Key to Smart RTI implementation, the authors argue, is a system of multiple screenings and assessments, as well as an important role for special education.

Reschly, D. J. (2005). LD identification: Primary intervention, secondary intervention, and then what? Journal of Learning Disabilities, 38(6), 510–515.

Here the author asks the question what is to be done when primary and secondary RTI intervention have proved inadequate for a struggling learner diagnosed with a specific learning disability (SLD). Topics include the research into the effectiveness of more intensive intervention programs, as well as the potential importance of intraindividual differences among students, and the integration of services across academic settings.

Speece, D. L., Case, L. P., & Molloy, D. E. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research & Practice, 18(3), 147–156.

This review of research focuses on the extent to which students’ response to general education reading instruction indicates a need for more intensive interventions. Included are thoughts about the validity of the dually-discrepant classification and the reliability with which persistent non-responsiveness might indicate the presence of a disability.

Speece, D. L., Molloy, D. E., & Case, L. P. (2003). Starting at the beginning for learning disabilities identification: Response to instruction in general education. Advances in Learning and Behavioral Disabilities, 16, 37–50.

This examination of the extent to which students’ response to general education reading instruction indicates a need for more intensive interventions finds that this method provides a valid model for determining the necessity of those services.

Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15(1), 55–64.

This review of research into the effectiveness of reading instruction finds that a small but significant number of students will exit the early elementary grades lacking adequate reading skills. On hand here is a discussion of the broader implications of that research, as well as a conversation about which reading skills prove most elusive for struggling leaners, and a suggestion of the possible direction of future investigation, among much more.

Vaughn, S., & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? The Journal of Special Education, 37(3), 140–147.

In this overview of the history and current state of special education, the authors examine the key components of academic instruction for students with learning disabilities, implementation and fidelity, and the acceleration of instructional intensity through the provision of one-one-one instruction, among much else.

National Center for Culturally Responsive Educational Systems (2005, Fall). Cultural considerations and challenges in response-to-intervention models. Denver: National Center for Culturally Responsive Educational Systems.

This position statement providing considerations for the culturally responsive implementation of RTI can be downloaded at https://www.isbe.net/Documents/cultural-consid-rti.pdf

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.

In addition to background and general information on RTI, this handbook includes policy and professional development considerations to help guide personnel in schools, districts, and states as they begin to implement the RTI approach.

Bradley, R., Danielson, L., & Hallahan, D. P. (Eds.). (2002). Identification of learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

This book provides in-depth and detailed information on the identification of learning disabilities, including historical perspectives and the use of IQ-achievement discrepancy models, and has several chapters devoted to response to intervention.

Center on Multi-Tiered System of Supports https://www.air.org/centers/center-multi-tiered-system-supports-mtss-center

The Center on Multi-Tiered System of Supports (MTSS Center) American Institutes of Research (AIR) provides support for states, districts, and schools implementing Multi-Tiered Systems of Support. The center’s website includes links to resources for the implementation of MTSS and resources on topics such as special education, school climate, and more.

National Center on Student Progress Monitoring https://www.studentprogress.org/

The National Center on Student Progress Monitoring is a national technical assistance and dissemination center funded by the Office of Special Education Programs (OSEP). It provides assistance to states and districts that are interested in implementing progress monitoring in grades K–5.

National Research Center on Learning Disabilities http://www.nrcld.org/

The National Research Center on Learning Disabilities is funded by the Office of Special Education Programs (OSEP). RTI evaluation, technical assistance, and dissemination are among its many activities.

Specific learning disabilities: Finding common ground http://www.ldonline.org/article/5720/

Sponsored by the Office of Special Education Programs (OSEP), the Learning Disabilities summit was held in August 2001 in Washington, DC. The papers presented at the summit included topics on response to intervention and are overviewed in this brief.

RTI Action Network http://www.rtinetwork.org/

A program of the National Center for Learning Disabilities, the website of the RTI Action Network offers a plentitude of advice, support, and resources for the effective design and implementation of the response to intervention approach. From the very first steps of RTI development, through the evaluation and refinement of implemented plans, the RTI Action Network is a place where school leaders and instructors can look for models, support, and assistance. Besides its wealth of information and links, the website allows visitors to connect with one another to share their own experiences and advice on RTI implementation and beyond.

Vaughn Gross Center for Reading and Language Arts https://www.meadowscenter.org/vgc/

Housed at the University of Texas at Austin, the Vaughn Gross Center for Reading and Language Arts offers information on scientifically based reading research and instruction. Professional development materials include detailed background and implementation guidelines for a 3-Tier intervention model.