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.

Joseph K. Torgesen of Florida State University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.


Operationalizing the Response to Intervention Model
to Identify Children with Learning Disabilities:
Specific Issues with Older Children

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References

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Buck, J. & Torgesen, J.K. (2003). The Relationship Between Performance on a Measure of Oral Reading Fluency and Performance on the Florida Comprehensive Assessment Test. Technical Report #1, Florida Center for Reading Research, Tallahassee, FL.

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Denton, C.A. & Mathes, P.G. (2003). Intervention for struggling readers: possibilities and challenges. In Foorman, B. R. (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale.(pp. 229-252). Parkton, MD: York Press.

Foorman, B.R., Seals, L.M., Anthony, J., & Pollard-Durodola, S. (2003). A vocabulary enrichment program for third and fourth grade African-american students: Description, implementation and impact. . In Foorman, B. R. (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale.(pp. 419-444). Parkton, MD: York Press.

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Snow, 2002

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Torgesen, J.K. (1999). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R.J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on Learning Disabilities. (pp. 231-262). New Haven: Westview Press.

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

Torgesen, J.K., Alexander, A., Alexander, J., and Rashotte, C. (2003). Effects of a fluency oriented intervention for older children with severe reading disabilities. Unpublished manuscript, Florida State University, Tallahassee, FL

Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed. ), Dyslexia, Fluency, and the Brain. Parkton, MD: York Press.

Torgesen, J.K. & Wagner, R. K. (1998). Alternative diagnostic approaches for specific developmental reading disabilities. Learning Disabilities Research and Practice.13, 220-232.

Torgesen, J.K. (1999b). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R.J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on Learning Disabilities. (pp. 231-262). New Haven: Westview Press.

Truch, S. (2003) Effects of intensive remedial reading intervention using the Phono-Graphix program. Poster presented at meetings of the International Dyslexia Association, San Diego, CA.

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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.