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Direct linkSchatschneider, Christopher; Wagner, Richard K.; Crawford, Elizabeth C. – Learning and Individual Differences, 2008
A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N = 23,438), two-year…
Descriptors: Intervention, Reading Achievement, Academic Achievement, Predictive Validity
