Responsiveness to intervention teaching before testing helps avoid labeling

Topics in Language Disorders

Volumn 25, Issue 2, 2005, Pages 148-167

  Moore Brown, Barbara J ^a   Montgomery, Judy K ^b   Bielinski, John ^c   Shubin, Jennifer ^a  

^a El Rancho School District   (United States)

^b CHAPMAN UNIVERSITY   (United States)

^c AGS Publishing Inc   (United States)

Author keywords

Early intervening services; Prereferral intervention; Reading tutoring; Specific learing disability

Indexed keywords

EID: 23844505359     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/00011363-200504000-00007     Document Type: Article

References (70)

1. Adams, M. (1999). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
2. Accelerated reader. (2002). Wisconsin Rapids, WI: Renaissance Learning.
3. American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents (position statement, executive summary of guidelines, technical report). ASHA Supplement, 21, 17-27.
4. Area Education Agency 6, Special Education Division (2000, February 4). Breadth of the mandate [Draft]. Marshalltown, IA: Author.
5. Armbruster, B. A., & Osborn, J. (2001). Put reading first. Washington, DC: National Institute for Literacy.
6. Bahr, M. W., Whitten, E., Dicker, L., Kocarek, C. E., & Manson, D. (1999). A comparison of school-based intervention teams: Implications for educational and legal reform. Exceptional Children, 66, 67-83.
7. Ballard, J. (2002, April 4). It's IDEA time again. Council for Exceptional Children Annual Convention. New York.
8. Berninger, V (2002). Best practices in reading, writing, and math assessment-intervention links: A systems approach for schools, classrooms, and individuals. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 1, pp. 851-865). Bethesda, MD: National Association of School Psychologists.
9. Berninger, V., Vermeulen, K., Abbott, R. D., McCutchen, D., Cotton, S., Cude, J., et al. (2003). Comparison of three approaches to supplementary reading instruction for low-achieving second grade readers. Language Speech and Hearing Services in Schools, 34, 101-116.
10. Bradley, R., Danielson, L., & Hallahan, D. P. (Eds.). (2002). Identification of learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.
11. Buck, G. H., Polloway, E. A., Smith-Thomas, A., & Wilcox Cook, K. (2003). Prereferral intervention processes: A survey of state practices. Exceptional Children, 69(3), 349-360.
12. California Department of Education. (1999). Reading/language arts framework for California public schools: Kindergarten through grade twelve. Sacramento, CA: Author.
13. California Department of Education. (2003, August). Performance level tables for the 2003 California Standards Tests and the California Alternate Performance Assessment. Retrieved from http://www.cde. ca.gov/ta/tg/st/ documents/star03perflvls.pdf
14. California Special Education Reading Task Force. (1999). The California reading initiative and special education in California: Critical ideas focusing on meaningful reform. Sacramento, CA: California Department of Education.
15. Catts, H., & Kamhi, A. (1999). Language and reading disabilities. Boston: Allyn & Bacon.
16. Council for Exceptional Children. (2002, March). IDEA reauthorization recommendations. Convention Discussion Draft. Retrieved from http://www.cec.sped.org/pp.idea_reauth-recommendation-3.pdf
17. Cunningham, P. M., & Cunningham, J. W. (1992). Making words: Enhancing the invented spelling-decoding connection. The Reading Teacher, 46, 106-115.
18. Danielson, L. (2003, December). Luncheon address. Paper presented at the Responsiveness-to-Intervention Symposium, Kansas City, MO, December 4-5, 2003. Retrieved from http://nrcld.org/html/symposum 2003/daniielson.html
19. Dollaghan, C. (2004, April 13). Evidence-based practice myths and realities. The ASHA Leader, p. 12.
20. Finn, C. E., Rotherham, A. J., & Hokanson, C. R. (2001). Conclusions and principles for reform. In C. E. Finn, A. J. Rotherham, & C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 335-348). Washington, DC: Progressive Policy Institute/Thomas B. Fordham Foundation.
21. Foorman, B., Francis, D., Fletcher, J., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 1-15.
22. Good, R. H., Kame'enui, E. J., Simmons, D. S., & Chard, D. J. (2002). Focus and nature of primary, secondary, and tertiary prevention: The CIRCUITS model (Tech. Rep. No. 1). Eugene: University of Oregon, College of Education, Institute for the Development of Educational Achievement.
23. Graner, P. S., Faggella-Ruby, M. N., & Fritschman, N. S. (2005). An overview of responsiveness to intervention: What practitioners ought to know. Topics in Language Disorders, 25(2), 93-105.
24. Green, J. F. (2002). Language. Longmont, CO: Sopris West Educational Service.
25. Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp 467-519). Mahwah, NJ: Lawrence Erlbaum Associates.
26. Gunning, T. G. (2005). Creating literacy: Instruction for all students (5th ed.). Boston: Allyn and Bacon.
27. Hallahan, D. P., & Mercer, C. D. (2002). Learning disabilities: Historical perspectives. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: research to practice (pp. 1-67). Mahwah, NJ: Lawrence Erlbaum Associates.
28. Hartwig, E. (2004, January 28). IQ testing: Dead or alive? Conducting relevant instructional assessments in the NCLB era. LRP Conferences, Virtual Seminar.
29. Hehir, T. F. (1999). Begin early, end well: Strategies to improve results for students with disabilities. Journal of Special Education Leadership, 12, 31-36.
30. Hosp, J. L., & Restyle, D. J. (2004). Disproportionate representation of minority students in special education: Academic, demographic, and economic predictors. Exceptional Children, 70, 185-199.
31. International Reading Association. (2002). What is evidence-based reading instruction? Newark, DE: Author.
32. International Reading Association. (2003). The role of reading instruction in addressing the overrepresentation of minority children in special education in the United States. Retrieved from http://www. reading.org/ positions/overrerpresentations.html
33. Justice, L. M., Invernizzi, M. A., & Meier, J. D. (2002). Designing and implementing an early literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33, 84-101.
34. Kovaleski, J. (2002, June 6). Learning disabilities and early intervention strategies: How to reform the special education referral and identification process. In Testimony before the Subcommittee on Education Reform Committee on Education and the Workforce. U.S. House of Representatives, 2002.
35. Kovaleski, J. F. (2003, December). The three tier model of identifying learning disabilities: Critical program features and system issues. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
36. Lance, D. M., Beverly, B. L., Evans, L. H., & McCullough, K. C. (2003). Addressing literacy: Effective methods for reading instruction. Communication Disorders Quarterly, 25, 5-11.
37. Lyon, G. R. (2001, March 8). Measuring success: Using assessments and accountability to raise student achievement. Statement of Dr. G. Reid Lyon. Subcommittee on Education Reform. Retrieved from http://www.nrrf.org/ lyon_statement3-01.htm
38. Lyon, G. R. (1998, April 28). Overview of reading and literacy initiatives. Statement of Dr. G. Reid Lyon. Committee on Labor and Human Resources. Retrieved from http://www.readbgrade3.com/lyon.htm
39. Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgeson, J. K., Wood, F. B., et al. (2001). Rethinking learning disabilities. In C. E. Finn, A. J. Rotherham, & C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259-288). Washington, DC: Progressive Policy Institute/Thomas B. Fordham Foundation.
40. McLaughlin, M. J., Artiles, A. J., & Pullin, D. (2001). Challenges for the transformation of special education in the 21st century: Rethinking culture in school reform. Journal of Special Education Leadership, 14, 51-62.
41. McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2003, December). Responding to nonrespon ders: An experimental field trial of identification and intervention methods. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
42. Moody, S. W., Vaughn, S., Hughes, M. T., & Fischer, M. (2000). Reading instruction in the resource room: Set up for failure. Exceptional Children, 66(3), 305-316.
43. Montgomery, J. K., & Moreau, M. (2004). East meets west: Using children's books for clinical interventions for language and reading disabilities. Springfield, MA: Mindwing Concepts.
44. Moore-Brown, B., & Montgomery, J. (2001). Making a difference for America's children: Speech-language pathologists in public schools. Eau Claire, WI: Thinking Publications.
45. Moreau, M., & Fidrych, H. (1994). The story grammar marker. Springfield, MA: Mindwing Concepts.
46. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Department of Health and Human Services.
47. National Research Center on Learning Disabilities. (2004). Executive summary of the NRCLD symposium on responsiveness to intervention [Brochure]. Lawrence, KS: Author.
48. Naquin, G. M., & Adler, Y. (2002, March-April). Prereferral strategies: Student study teams. In CASE, 43(5), 2-3.
49. Obiakor, F. E. (2001). Transforming teaching and learning to improve minority student achievement in inclusive settings. Journal of Special Education Leadership, 14, 81-88.
50. Ortiz, A. A. (1992). Assessing appropriate and inappropriate referral systems for LEP special education students. Paper presented at the Proceedings of the second National Research Symposium on limited English Proficient Student Issues: Focus on Evaluation and Measurement, OBEMLA, Austin, TX.
51. Ortiz, A. A., & Yates, J. R. (2001). A framework for serving English language learners with disabilities. Journal of Special Education Leadership, 14, 72-80.
52. Pinnell, G. S., & Scharer, P. L. (2003). Teaching for comprehension in reading grades k- 2. New York: Scholastic Press.
53. President's Commission on Excellence in Special Education. (2002, July). A new era: Revitalizing special education for children and their families. Retrieved from http://www.ed.gov/inits/commissionsboards/ whspecialeducation/ index.html
54. Reschly, R. J. (2003, December). What if LD identification changed to reflect research findings? Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
55. Rvachew, S., Ohberg, A., Grawburg, M., & Heyding, J. (2003). Phonological awareness and phonemic perception in 4-year-old children with delayed expressive phonology skills. American Journal of Speech-Language Pathology, 12, 463-471.
56. Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.
57. Snow, C., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
58. Specific Learning Disability Grants: District Reports. (2002, March 7). Panel Presentation. California Association of School Psychologists Conference, Sacramento, CA.
59. Specific Learning Disabilities: Finding Common Ground. (2002). A report developed by the Division of Research to Practice, Office of Special Education Programs, United States Department of Education. Washington, DC: Author.
60. Torgesen, J. K. (2003, December). Operationalizing the response to intervention model to identify children with learning disabilities: Specific issues with older children. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
61. U.S. Department of Education. (2002a, April 4). No Child Left Behind Act of 2001: Reauthorization of the Elementary and Secondary Education Act. Retrieved from http://www.ed.gov/offices/OESE/esea/ index.html
62. U.S. Department of Education. (2002b). To assure the free appropriate public education of all children with disabilities: Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
63. Viadero, D. (2004, January 8). Disparately disabled. Education Week, 17(22), 25-26.
64. 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.
65. Vaughn, S., Moody, S. W., & Schumm, J. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 211-225.
66. Wallach, G. P., & Butler, K. G. (1994). Language learning disabilities in school age children and adolescents: Some principles and applications. New York: Merrill, Macmillan College.
67. Williams, K. T. (2001). GRADE. Circle Pines, MN: AGS Eublishing, Inc.
68. Why Wait to Fail? Identify LD with response to intervention model. (2003, September 19). The Special Educator, 19(6).
69. Winham, C. (2004, April 27). Poor readers given new lessons, show changes in brain activity. Wall Street Journal, p. D.5.
70. Ysseldyke, J. (2002). Response to "Learning disabilities: Historical perspectives."In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 89-98). Mahwah, NJ: Lawrence Erlbaum Associates.