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.

Margo Mastropieri of George Mason University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.


Feasibility and Consequences of Response to Intervention (RTI): Examination of the Issues and Scientific Evidence as a Model for the Identification of Individuals with Learning Disabilities

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References

Armbruster, B.B., & Anderson, T.H. (1988). On selecting considerate content textbooks. Remedial and Special Education, 9, 47-52.

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

Donovan, M. S. & Cross, C. T. (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press.

Frase-Blunt, M. (2000). High stakes testing a mixed blessing for special students. CEC Today, 7(2), 1, 5, 7,15.

Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2002). Responsiveness to intervention: Definition, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.

Fuchs, D. (2003). How should secondary intervention be formulated?Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.

Gerber, M. M. (2003, December). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.

Grimes, J. (2002). Responsiveness to interventions: The next step in identification, service, and exiting decision making. In R. Bradley, L. Danielson, & D. P. Hallahan, (Eds.). Identification of learning disabilities: Research to practice (pp. 531-547). Mahwah, NJ: Lawrence Erlbaum Associates.

Keogh, B. K. (2002). Foreword. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.). Identification of learning disabilities: Research to practice (pp .xix-xxi). Mahwah, NJ: Lawrence Erlbaum Associates.

Kinder, D, Bursuck, W.D., & Epstein, M.H. (1992). An evaluation of history textbooks. Journal of Special Education, 25, 472-91.

Mastropieri, M. A., & Scruggs, T. E. (2000). Teacher-Researcher Partnerships to Promote Success in Inclusive High School Science and Social Studies Classes. Grant funded by the U.S. Department of Education.

O'Connor, R. E., Jenkins, J. R., & Slocum, T. (1995). Transfer among phonological tasks in kindergarten: Essential instructional content. Journal of Educational Psychology, 87, 202-217.

Reschly, M. (2003, December). What if LD identification changed to reflect research findings? Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.

Scruggs, T.E., & Mastropieri (2003). Content Area Learning in Inclusive Middle School Science and Social Studies Classes. Grant funded by the U.S. Department of Education.

Tocci, S., & Viehland (1998). Holt Chemistry: Visualizing Matter. New York: Holt, Rinehart, & Winston

Vaughn, S. (2003). How many tiers are needed within RtI to achieve acceptable prevention outcomes and to achieve acceptable patterns of LD identification? Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.

Yager, R.E. (1983). The importance of terminology in teaching K-12 science. Journal of Research in Science Teaching, 20, 577-578.

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(Summary & Conclusions)

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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.