Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Jack M. Fletcher of the University at Texas Health Science Center at Houston presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

Report Text

Jack Fletcher

Jack Fletcher is a professor, Department of Pediatrics, the University of Texas-Houston Heath Science Center, and associate director, Center for Academic and Reading Skills. For the past 25 years, Jack, a child neuropsychologist, has completed numerous study on various aspects of the development of reading, language, and other cognitive skills and has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and most recently, intervention. He collaborates on several grants on reading and attention, and is principal investigator of a multidisciplinary grant funded by the National Institute of Child Health and Human Development, the U.S. Department of Education, and the National Science Foundation under the Interagency Educational Research Initiative. Jack served on and chaired the NICHD Mental Retardation/Developmental Disabilities study section and is a former member of the NICHD Maternal and Child Health study section. He served on the Rand Reading Study Group, the National Research Council Committee on Scientific Principles in Education Research, and the President's Commission on Excellence in Special Education.

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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.