Abstracts and Information: Empirical Articles on Response to Intervention
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Researchers at the Frank Porter Graham Child Development Institute conducted a literature review to identify articles that address features of Response to Intervention (RTI) in school-aged populations.
The 14 empirical articles on this page were included in the research synthesis and served as the research base regarding the efficacy of RTI. Click on the citations below to access information about each article, including background information, purpose, population, research design, and results.
Burns, M. K., & Senesac, B. V. (2005). Comparison of dual discrepancy criteria to assess response to intervention. Journal of School Psychology, 43, 393-406.
Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97 (3), 493-513.
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71 (4), 445-463.
O’Connor, R.E., Harty, K. R., & Fulmer, D. (2005). Tiers of intervention in kindergarten through third grade. Journal of Learning Disabilities, 38 (6), 532-538.
O’Connor, R. (2000). Increasing the intensity of intervention in kindergarten and first grade. Learning Disabilities Research & Practice, 15 (1), 43-54.
O’Connor, R. E., Fulmer, D., Harty, K. R., & Bell, K. M. (2005). Layers of reading intervention in kindergarten through third grade: Changes in teaching and student outcomes. Journal of Learning Disabilities, 38 (5).
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91 (4), 579-593.
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69 (4), 391-409.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88 (4), 601-638.
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