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.

Doug Fuchs of Peabody College at Vanderbilt University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.


Responding to Nonresponders:
An Experimental Field Trial of Identification and Intervention Methods

Previous Page
(Discussion)

References

Al Otaiba, S. & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23, 300-315.

Berninger, V. W., Abbott, R. D., Vermeulen, K., Ogier, S., Brooksher, R., Zook, D., & Lemos, Z. (2002). Comparison of faster and slower responders to early intervention in reading: Differentiating features of their language profiles. Learning Disability Quarterly, 25, 59-76.

Berninger, V. W., Abbott, R. D., Zook, D., Ogier, S., Lemos-Britton, Z., & Brooksher, R. (1999). Early intervention for reading disabilities: Teaching the alphabet principle in a connectionist framework. Journal of Learning Disabilities, 27, 491-503.

Blachman, B. A., Ball, E., Black, R., & Tangel, D. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal, 6, 1-17.

Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11, 239-273.

Brown, I. S., & Felton, R. H. (1990). Effects of instruction on beginning reading skills in children at risk for reading disability. Reading and Writing: An Interdisciplinary Journal, 2, 223-241.

Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451-455.

Case, L. P., Speece, D. L., & Molloy, D. E. (in press). The validity of a response-to-instruction paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review.

Deno, S. L. (l985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.

Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning reading (pp. 3-40). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27, 13-26.

Foorman, B. R. Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 68, 70-74.

Fuchs, D., & Fuchs, L. S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.

Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O'Connor, R. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93, 251-267.

Fuchs, D., Fuchs, L. S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K. N., Prentice, K., Kazdan, S., & Saenz, L. (2001). Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial and Special Education, 22, 15-21.

Fuchs, D., Fuchs, L. S., Yen, L., McMaster, K., Svenson, E., Yang, N., Young, C., Morgan, P., Gilbert, T., Jaspers, J., Jernigan, M., Yoon, E., & King, S. (2001). Developing first-grade reading fluency through peer mediation. OSEP Project Report.

Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18, 172-186.

Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.

Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Monitoring reading growth using student recalls: Effects of two teacher feedback systems. Journal of Educational Research, 83, 103-111.

Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 20-29.

Good, R. H., & Kaminski, R. A. (Eds.). (2001). Dynamic indicators of basic early literacy skills (5th ed.). Eugene, OR: Institute for the Development of Educational Achievement.

Good, R. H., Kaminski, R., & Shinn, M. (1999, January). Growth and development indicators: From development to refinement and back again. Paper presented at the Pacific Coast Research Conference, San Diego, CA.

Good, R. H., Kaminski, R. A., Shinn, M., Bratten, J., Shinn, M., & Laimon, L. (2002). Technical adequacy and decision making utility of DIBELS (Technical Report). Manuscript in preparation. Eugene, OR: University of Oregon.

Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41-57.

Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31, 268-289.

Levy, B. A., & Lysunchuk, L. (1997). Beginning word recognition: Benefits of training by segmentation and whole word methods. Scientific Studies of Reading, 1, 359-387.

Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 1-33). Ann Arbor: University of Michigan Press.

Mathes, P. M., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diversity. Reading Research Quarterly, 33, 62-94.

O'Connor, R. (2000). Increasing the intensity of intervention in kindergarten and first grade. Learning Disabilities Research & Practice, 15, 43-54.

President's Commission on Excellence in Special Education. (July 1, 2002). A New Era: Revitalizing Special Education for Children and their Families. Retrieved December 1, 2002, from http://www.ed.gov/inits/commissionsboards/whspecialeducation/index.html

Psychological Corporation. (1992). Wechsler individual achievement test. San Antonio, TX: The Psychological Corporation, Harcourt Brace Jovanovich, Inc.

Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 1-57.

Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-479.

Speece, D. L., & Case, L. P. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.

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 and Practice, 18, 147-156.

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

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & 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, 78.

Torgesen, J. K., & Davis, C. (1996). Individual difference variables that predict response to training in phonological awareness. Journal of Experimental Child Psychology, 63, 1-21.

Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 217-234.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.

Uhry, J. K., & Shepherd, M. (1997). Teaching phonological recoding to young children with phonological processing deficits: The effect on sight word acquisition. Learning Disability Quarterly, 20, 104-125.

Vadasy, P. F., Jenkins, J. R., Antil, L. R., Wayne, S. K., & O'Connor, R. E. (1997). Community-based early reading intervention for at-risk first graders. Learning Disabilities Research & Practice, 12, 29-39.

Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99-114.

Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.

Vaughn, S., & Schumm, J. S. (1995). Responsible inclusion for students with learning disabilities. Journal of Learning Disabilities, 28, 264-270, 290.

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S., Chen, R., Pratt, A., Denckla, M. B. (1996). 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. Journal of Educational Psychology, 88, 601-638.

Wilson, D. B. (1996). Effect Size Determination Program (Version 1.0) [Computer Program]. Nashville, TN: Vanderbilt University.

Woodcock, R. W. (1987). Woodcock reading mastery test-Revised. Circle Pines, MN: American Guidance Service.

Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.

Previous Page
(Discussion)

IDEAs that Work logo

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.