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.

Barbara Foorman of the University of 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.

Screening for Secondary Intervention

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References

Clay, M. (1993). Reading Recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.

Denton, C.A., Foorman, B.R., & Mathes, P.G. (2003). Perspective: Schools that "beat the odds"Remedial and Special Education, 24(5), 258-261.

Enfield, M.L., & Greene, V. (1998). Project read. Bloomington, MH: Language Circle Enterprises.

Englemann, S., & Bruner, E.C. (1995). Reading Mastery. Columbus, OH: SRA McGraw-Hill.

Foorman, B.R., Francis, D.J., Davidson, K., Harm, M., & Griffin, J. (in press). Variability in text features in six grade 1 basal reading programs. Scientific Studies in Reading.

Foorman, B.R., & Moats, L.C. (2003). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 24(6).

Foorman, B.R., Santi, K., & Berger, L. (2003). Scaling up assessment-driven instruction using the Internet and handheld computers. Proceedings from Conceptualizing Scale-up: Multidisciplinary Perspectives. Washington, D.C., Nov. 3-4, 2003.

Lindamood, P., & Lindamood, P. (1998). The Lindamood phoneme sequencing program (3rd. ed.). Austin, TX: PRO-ED.

McGuinness, C., & McGuinness, G. (1998). Reading reflex. New York: Simon & Schuster.

Raudenbush, S. (2003). Designing field trials of educational innovations. Proceedings from Conceptualizing Scale-up: Multidisciplinary Perspectives. Washington, D.C., Nov. 3-4, 2003.

Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2), 31-74.

SRA, Open Court Reading (2000). Chicago, IL: SRA/McGraw-Hill.

Slavin, R.E., Madden, N.A., Dolan, L.J., & Wasik, B.A. (1996). Every child every school: Success for all. Thousand Oaks, CA: Corwin Press.

Torgesen, J.K., Alexander, A.W., Wagner, R.K., Roshotte, C.A., Voeller, K.K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58 (and 78).

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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.