On the importance of a unified model of responsiveness to intervention

Child Development Perspectives

Volumn 3, Issue 1, 2009, Pages 41-43

  Fuchs, Lynn S ^a   Fuchs, Douglas ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

Prevention model; Responsiveness to intervention; Risk for academic failure

Indexed keywords

EID: 63349104405     PISSN: 17508592     EISSN: 17508606     Source Type: Journal    
DOI: 10.1111/j.1750-8606.2008.00074.x     Document Type: Note

References (6)

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2. Fuchs, D., Stecker, P. M., & Fuchs, L. S. (2008). Tier 3: Why special education must be the most intensive tier in a standards-driven, No Child Left Behind world. In D. Fuchs, L. S. Fuchs, & Vaughn, S. (Eds.), Response to intervention: A framework for reading educators (pp. 71-104). Newark, DE: International Reading Association.
3. Fuchs, L. S., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493-513.
4. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research and Practice, 13, 204-219.
5. Hartman, W. T., & Fay, T. A. (1996). Cost-effectiveness of instructional support teams in Pennsylvania. Journal of Educational Finance, 21, 555-580.
6. Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., Conway, T., et al. (2001). Intensive remedial instruction for children with severe learning reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.