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.
Frank R. Vellutino of the University at Albany presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
Response to Intervention as a Vehicle for Distinguishing Between Reading Disabled and Non-Reading Disabled Children: Evidence for the Role of Kindergarten and First Grade Intervention
Frank R. Vellutino
Donna M. Scanlon
Sheila Small
Diane Fanuele
The University at Albany
Invited address presented at the National Research Center on Learning Disabilities symposium on Responsiveness to Intervention. Kansas City, MO, December 2003.
Table of Contents
- Table of Contents
- Abstract
- Introduction
- The First Grade Intervention Study
- The Kindergarten and First Grade Intervention Study
- Kindergarten Screening
- Table 1: Performance Levels for the At Risk and Not At Risk Groups on the Kindergarten Screening Battery (Both Cohorts)
- Kindergarten Intervention
- Table 2: Performance Levels for the Project Treatment and School-Based Comparison Groups on the Kindergarten Screening Battery (Both Cohorts)
- Table 3: Performance Levels for the Project Treatment and School-Based Comparison Groups on the Kindergarten June Follow-Up Battery (Both Cohorts)
- Table 4: Performance Levels for Project Treatment and School Based Comparison Groups in Schools that did not offer School-Based Interventions on the Kindergarten June Follow-up Battery (Both Cohorts)
- Follow-Up of No-Longer-at-Risk Children
- Table 5: Performance Levels for the Poor Reader, No Longer at Risk, Average IQ Normal Control and Above Average IQ Normal Control Groups on the First Grade Screening Battery
- Table 6: Performance Levels for the Poor Reader, No Longer at Risk, Average IQ Normal Control and Above Average IQ Normal Control Groups on the End of First Grade Achievement Measures
- Table 7: Performance Levels for the Poor Reader, No Longer at Risk, Average IQ Normal Control and Above Average IQ Normal Control Groups on the End of Second Grade Achievement Measures
- Table 8: Performance Levels for the Poor Reader, No Longer at Risk, Average IQ Normal Control and the Above Average IQ Normal Control Groups on the End of Third Grade Achievement Measures
- First Grade Intervention
- Difficult to Remediate and Less Difficult to Remediate Children
- Table 9: Performance Levels for the Poor Readers Who Were Difficult to Remediate, Poor Readers Who Were Less Difficult to Remediate, No Longer at Risk Who Received Kindergarten Intervention, Average IQ Normal and Above Average IQ Normal Groups on the First, Second and Third Grade Achievement Measures
- Figure 1: WRMT-R Word Identification
- Figure 2: WRMT-R Word Attack
- Figure 3: WIAT Reading Comprehension
- Cognitive Profiles of Reader Groups
- Table 10: Performance Levels for Poor Readers Who Were Difficult to Remediate, Poor Readers Who Were Less Difficult to Remediate, No Longer at Risk Who Received Kindergarten Intervention, Average IQ Normal and Above Average IQ Normal Groups on the First and Third Grade Cognitive Measures
- Implications of the Present Findings in Distinguishing Between Reading Disabled and Non-Reading Disabled Children
- Summary
- Acknowledgements
- References
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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. |
