Smart RTI: A next-generation approach to multilevel prevention

Exceptional Children

Volumn 78, Issue 3, 2012, Pages 263-279

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

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84858628639     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440291207800301     Document Type: Article

References (45)

1. Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42, 85-95.
2. Blanton, L. P., Pugach, M. C, & Florian, L. (2011, April). Preparing general education teachers to improve outcomes for students with disabilities. Washington, DC: American Association of Colleges for Teacher Education and National Center for Learning Disabilities.
3. Chen, P. W. (2011, February 3). How aggressive is your hospital? The New York Times. Retrieved from http://www.nytimes.com/2011/02/03/health/views/03c hen.html
4. Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A....Crouch, R. C. (2010). 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, 102, 327-341.
5. Compton, D. L., Gilbert, J., Jenkins, J. R., Fuchs, D., Fuchs, L. S., Cho, E., . . . Bouton, B. D. (in press). Accelerating chronically unresponsive children into tier 3 instruction: What level of data is necessary to ensure selection accuracy? Journal of Learning Disabilities.
6. The Consortium for Evidence-Based Early Intervention Practices. (2010). A response to the Learning Disabilities Association of America white paper on specific learning disabilities (SLD) identification. Author.
7. Corrin, W, Somers, M.-A., Kemple, J., Nelson, E., & Sepanik, S. (2008). The enhanced reading opportunities study: Findings from the second year of implementation (NCEE 2009-4036). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
8. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
9. Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.
10. Denton, C. A., Cirino, P. T, Barth, A. E., Romain, M., Vaughn, S., Wexler, J., . Fletcher, J. M. (in press). An experimental study of scheduling and duration of "Tier 2" first grade reading intervention. Journal on Research on Educational Effectiveness.
11. Dillon, S. (2009, October 9). Study finds that about 10 percent of young male dropouts are in jail or detention. The New York Times, A12.
12. Foorman, B. R., Francis, D. J., Fletcher, J. M., 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), 37-55.
13. Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J., & Davis, N. G. (2008). Making "secondary intervention" work in a three tier responsiveness-to-intervention model: Findings from the first grade longitudinal reading study of the National Research Center on Learning Disabilities. Reading and Writing Quarterly: An Interdisciplinary Journal, 21(4), 413-436.
14. Fuchs, D., Compton, D. L., Fuchs, L. S., Hamlett, C. L., & Lambert, W (in press). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities.
15. Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disability by responsiveness-toinstruction: Specifying measures and criteria. Learning Disability Quarterly, 27(4), 216-227. (Pubitemid 39620628)
16. Fuchs, D. Fuchs, L. S., & Stecker, P. M. (2010). The "blurring" of special education in a new continuum of general education placements and services. Exceptional Children, 76, 301-322.
17. Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Hamlett, C. L., & Seethaler, P. M. (2011). Twostage screening for math word-problem difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities, 44(4), 372-380.
18. Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-501.
19. Fuchs, L.S., Deno, S. L., & Mirkin, P. K. (1984). Effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449-460.
20. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
21. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
22. Fuchs, L. S., Fuchs, D., & Compton, D. L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71, 7-21. (Pubitemid 40465196)
23. Fuchs, L. S., Fuchs, D., Craddock, C, Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one? Journal of Educational Psychology, 100, 491-509.
24. Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9(2), 20-29.
25. Gawande, A. (2011, January 24). The hot spotters: Can we lower medical costs by giving the neediest patients better care? The New Yorker, 1-17.
26. Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J....Scott, L. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools (Institute of Education Sciences Practice Guide). Washington, DC: U.S. Department of Education.
27. Hoover, H. D., Dunbar, S. B., & Frisbie, D. A. (2001). Iowa test of basic skills, form K. Itasca, IL: Riverside.
28. Jenkins, J. R., Schiller, E., Blackorby, J., Thayer, S. K., & Tilly, W. D. (2011). Responsiveness to intervention in reading: Architecture and practices. Unpublished manuscript.
29. Kemple, J., Corrin, W, Nelson, E., Salinger, T, Herrmann, S., & Drummond, K. (2008). The enhanced reading opportunities study: Early impact and implementation findings. (NCEE 2008-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
30. Learning Disabilities Association. (2010). The Learning Disabilities Association of Americas white paper on evaluation, identification, and eligibility criteria for students with specific learning disabilities. Pittsburgh, PA: Author.
31. Lemons, C. J., Key, P. F. A., Fuchs, D., Yoder, P. J., Fuchs, L. S., Compton, D. L., . . . Bouton, B. (2010). Predicting reading growth with event-related potentials: Thinking differently about indexing "responsiveness." Learning and Individual Differences, 20, 158-166.
32. McLaughlin, M. J. (2006, November 13-14). Closing the achievement gap and students with disabilities: The new meaning of a "free and appropriate public education. " Paper presented at the Second Annual Symposium on Educational Equity. NCLB and Its Alternatives: Examining Americas Commitment to Closing Achievement Gaps. Teachers College, Columbia University, New York, NY.
33. National Association of State Directors of Special Education & Council of Administrators of Special Education. (2006, May). Response to intervention: NASDSE and CASE white paper on RTI Alexandria, VA: Author.
34. National Joint Committee on Learning Disabilities. (2005). Response to intervention and learning disabilities. Retrieved from http://www.ldonline.org/ about/partners /njcld#reports
35. O'Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L. (2010). Responsiveness of students with language difficulties to early intervention in reading. Journal of Special Education, 43, 220-235.
36. Simmons, D. C, Coyne, M. D., Hagan-Burke, S., Kwok, O., Johnson, C, Zuo, Y, . . . Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response. Exceptional Children, 77, 207-228.
37. 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.
38. Torgesen, J. K., Wagner, R. K., &: Rashotte, L A. (1999). Test of word reading efficiency. Austin, TX: PRO-ED.
39. Vaughn, S., Cirino, P. T, Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A.....Francis, D. J. ). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39, 3-21.
40. Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C, . . . Fletcher, J. (in press). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities.
41. Wagner, M., Marder, C, Blackorby, J., Cameto, R., Newman, L., Levine, P., & Davies-Mercier, E. (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. Retrieved from www.nlts2.org/reports /2003-1 l/nlts2-report-2003-l l-complete.pdf
42. Wagner, M., Newman, L., Cameto, R., Levine, P., & Marder, C. (2003). Going to school: Instructional contexts, programs, and participation of secondary school students with disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from www.nlts2.org /reports/2003-12/nlts2-report-2003-12-complete. pdf
43. Wagner, R. K., Torgesen, J. K., & Rashotte, L. A. (1999). Comprehensive test of phonological processing. Austin, TX: PRO-ED.
44. Woodcock, R. (1998). Woodcock reading mastery testsrevised-Normative update. Bloomington, MN: Pearson.
45. Ysseldyke, J. E., Algozzine, B., & Epps, S. (1983). A logical and empirical analysis of current practices in classifying students as learning disabled. Exceptional Children, 50, 160-166.