Rethinking response to intervention at middle and high school

School Psychology Review

Volumn 39, Issue 1, 2010, Pages 22-28

  Fuchs, Lynn S ^a   Fuchs, Douglas ^a   Compton, Donald L ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951085937     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Note

References (13)

1. Berkeley, S., Bender, W. N., Gregg Peaster, L., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42, 85-95.
2. Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment for Effective Intervention, 30(2), 3-14.
3. Clarke, B., & Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement School Psychology Review, 33, 234-248. (Pubitemid 39051388)
4. Compton, D. C., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., et al. (in press). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology.
5. Fuchs, L. S., Fuchs, D., Compton, D. L., Bryant, J. D., Hamlett, C. L., & Seethaler, P. M. (2007). Mathematics screening and progress monitoring at first grade: Implications for responsiveness-to-intervention. Exceptional Children, 73, 311-330.
6. LeCompte, M. D. (1987). The cultural context of dropping out: What remedial programs fail to solve the problems. Education and Urban Society, 4, 317345.
7. Lembke, E., & Foegen, A. (2006, February). Monitoring student progress in early math. Paper presented at the 14th annual meeting of the Pacific Coast Research Conference, San Diego.
8. Phelan, P., Yu, H. C., & Davidson, A. L. (1994). Navigating the psychological pressures of adolescence: The voices and experiences of high school youth. American Educational Research Journal, 31, 415-447. (Pubitemid 24793600)
9. Seethaler, P. M., & Fuchs, L. S. (in press). The predictive utility of kindergarten screening for math difficulty: How, when, and with respect to what outcomes should it occur? Exceptional Children.
10. Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795-820.
11. Torgesen, T. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities. Journal of Learning Disabilities, 34, 33-58.
12. Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., et al. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39, 3-21.
13. Wagner, M., Marder, C., Blackorby, J., Cameto, R., Newman, L., Levine, P., et al. (2003). The achievements of youth with disabilities during secondary school. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2 org/reports/2003- 11 /nlts2-report-2003- 11 - complete.pdf