NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System
Peer reviewed Peer reviewed
Direct linkDirect link
Gilbert, Jennifer K.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S. – Assessment for Effective Intervention, 2012
Response-to-intervention (RTI) models incorporate a screening process to identify students who appear to be at risk for learning disabilities (LDs). The purpose of this position article is to incorporate what is known about screening into a flexible, yet comprehensive screening system to help school psychologists and other school administrators in…
Descriptors: Learning Disabilities, Screening Tests, Response to Intervention, Reading Difficulties
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
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, Joan; Davis, G. Nicole – Reading and Writing: An Interdisciplinary Journal, 2008
Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group…
Descriptors: Small Group Instruction, Reading Difficulties, Intervention, Learning Disabilities
Treatment Validity as a Unifying Construct for Identifying Learning Disabilities.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas; Speece, Deborah L. – Learning Disability Quarterly, 2002
This article examines a 1995 treatment validity model as a framework for identifying learning disabilities. This model: (1) examines both student performance and responsiveness to instruction; (2) delays special education referral until the effects of individual student adaptations in the regular classroom have been explored; and (3) verifies that…
Descriptors: Disability Identification, Elementary Secondary Education, Intervention, Learning Disabilities
A Framework for Building Capacity for Responsiveness to Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Fuchs, Douglas – School Psychology Review, 2006
Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has…
Descriptors: Intervention, Learning Disabilities, Researchers, Prevention
Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures
Peer reviewed Peer reviewed
Direct linkDirect link
Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bryant, Joan D. – Journal of Educational Psychology, 2006
Response to intervention (RTI) models for identifying learning disabilities rely on the accurate identification of children who, without Tier 2 tutoring, would develop reading disability (RD). This study examined 2 questions concerning the use of 1st-grade data to predict future RD: (1) Does adding initial word identification fluency (WIF) and 5…
Descriptors: High Risk Students, Grade 1, Early Intervention, Longitudinal Studies
Combining Performance Assessment and Curriculum-Based Measurement to Strengthen Instructional Planning.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1996
The coordinated use of performance-based assessment and curriculum-based assessment is explored. Criteria are suggested for evaluating the advantages and disadvantages of each assessment method, and a framework for integrating the two methods is proposed. Specific recommendations are given for use with students having learning disabilities. (CR)
Descriptors: Constructivism (Learning), Curriculum Based Assessment, Elementary Secondary Education, Evaluation Methods
Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1998
Proposes a treatment-validity model for the identification of learning disabilities. The four-phase eligibility-assessment process would include evaluating adaptations in the regular classroom and verifying the effectiveness of special education before placement. Considers the technical requirements of this alternative eligibility process, and the…
Descriptors: Decision Making, Elementary Secondary Education, Eligibility, Evaluation Methods