Integrating Response to Intervention (RTI) with neuropsychology: A scientific approach to reading

Psychology in the Schools

Volumn 45, Issue 9, 2008, Pages 812-825

  Feifer, Steven G ^a,b  

^a Frederick County Schools   (United States)

^b Department of Counseling and Pysch Services ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 55549122327     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20328     Document Type: Review

References (28)

1. Canter, A. (2006, February). Problem solving and RTI: New roles for school psychologists. Communique', 34(5), insert. Retrieved June 4, 2007, from http://www.nasponline.org/advocacy/rtifactsheets.aspx
2. Della Toffalo, D. A. (2006). Neuropsychology and RTI: The odd couple? Workshop presented at the 2006 Annual Fall Conference of the Association of School Psychologists of Pennsylvania, State College.
3. Feifer, S. G., & DeFina, P. D. (2000). The neuropsychology of reading disorders: Diagnosis and intervention. Middletown, MD: School Neuropsych Press.
4. Feifer, S. G., & Della Toffalo, D. A. (2007). Integrating RTI with cognitive neuropsychology: A scientific approach to reading. Middletown, MD: School Neuropsych Press.
5. Francis, D. J., Fletcher, J. M., Catts, H. W., & Tomblin, J. B. (2005). Dimensions affecting the assessment of reading comprehension. In S. A. Stahl & S. G. Paris (Eds.), Children's reading comprehension and assessment (pp. 369-394). Mahwah, NJ: Erlbaum.
6. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.
7. Goldberg, E. (2005). The wisdom paradox. New York: Gotham Books.
8. Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1-13). Mahwah, NJ: Erlbaum.
9. Hale, J. B. (2006). Implementing IDEA 2004 with a three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum, Bethesda, MD: National Association of School Psychologists.
10. Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner's handbook. New York: Guilford Press.
11. Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43(7), 753-770.
12. International Dyslexia Association (IDA). (2003). Finding the answers (pamphlet). Baltimore, MD: IDA.
13. Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say. Journal of Learning Disabilities, 33(3), 239-256.
14. Levine, M. D., & Reed, M. (1999). Developmental variation and learning disorders. MA: Educators Publishing Services, Inc.
15. McCook, J. E. (2006). The RTI guide: Developing and implementing a model in your schools. Horsham, PA: LRP Publications.
16. Moats, L. (2004). Relevance of neuroscience to effective education for students with reading and other learning disabilities. Journal of Child Neurology, 19(10), 840-845.
17. Nation, K., & Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67, 359-370.
18. National Reading Panel (2000). Teaching children to read: An evidenced based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institutes of Child Health and Human Development.
19. Noble, K. G., & McCandliss, B. D. (2005). Reading development and impairment: Behavioral, social, and neurobiological factors. Developmental and Behavioral Pediatrics, 26(5), 370-376.
20. Rechsly, 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.
21. Reiter, A., Tucha, O., & Lange, K. W. (2004). Executive functions in children with dyslexia. Dyslexia, 11, 116-131.
22. Sagan, C. (1997). The demon-haunted world: Science as a candle in the dark. New York: Ballantine Books.
23. Semrud-Clikeman, M. (2005). Neuropsychological aspects for evaluating learning disabilities. Journal of Learning Disabilities, 38, 563-568.
24. Shinn, M. R. (2002). Best practices in using curriculum-based measurement in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV. Bethesda, MD. National Association of School Psychologists.
25. U.S. Department of Education. (2002). Specific learning disabilities: Finding common ground. Washington, DC: Office of Special Education Programs.
26. Vargo, F. E., Grosser, G. S., & Spafford, C. S. (1995). Digit span and other WISC-R scores in the diagnosis of dyslexia in children. Perceptual and Motor Skills, 80, 1219-1229.
27. Willcutt, E. G., Olson, R. K., Pennington, B. F., Boada, R., Ogline, J. S., Tunick, R. A., et al. (2001). Comparison of the cognitive deficits in reading disability and attention deficit hyperactivity disorder. Journal of Abnormal Psychology, 110, 157-172.
28. Wolf, M., & Bowers, P. G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.