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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
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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
A Framework for Building Capacity for Responsiveness to Intervention
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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
Introduction to Response to Intervention: What, Why, and How Valid Is It?
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Fuchs, Douglas; Fuchs, Lynn S. – Reading Research Quarterly, 2006
On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act (IDEA, 2004). The revised law is different from the previous version in at least one important respect. Whereas practitioners were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities…
Descriptors: Early Intervention, Learning Disabilities, Intelligence Quotient, Legislation
On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction
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Fuchs, Douglas; Young, Caresa L. – Exceptional Children, 2006
There is increasingly negative sentiment against IQ-achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies involving 1,542 children who were at risk or reading…
Descriptors: Reading Instruction, Reading Skills, Reading Comprehension, Intelligence Quotient