Research Topics in Responsiveness to Intervention

Abstract

This introduction to the special series provides an overview of the December 2003 Responsiveness-to-Intervention (RTI) Symposium, hosted by the National Research Center on Learning Disabilities (NRCLD). RTI refers to individual, comprehensive student-centered assessment models that apply a problem-solving framework to identify and address a student's learning difficulties. This introduction presents the rationale for the symposium, participant selection, and key questions that provided the underlying framework. Further, we introduce the 14 symposium papers featured in this special issue. The papers represent the high-quality, thought-provoking presentations and subsequent discussions held during the RTI Symposium. Finally, in light of anticipated changes in specific learning disabilities (SLD) determination as indicated by the recent reauthorization of the Individuals with Disabilities Education Act (IDEA; P.L. 108-446), we briefly describe the NRCLD's research, dissemination, and technical assistance efforts related to the assessment and identification of students with learning disabilities.

Recent developments in reading intervention research: Introduction to the special issue

“…Emerging from these findings and those of others is the response-to-intervention (RTI) approach to preventing and identifying reading disability (Deschler, Mellard, Tollefson, & Byrd, 2005;. Researchers concerned with reading disability/dyslexia have concentrated their efforts on answering three key questions: What is it?…”

The development of early numeracy skills in kindergarten in low-, average- and high-performance groups

“…The third challenge concerns continuous problems in identifying MLDs; should such problems occur, then follow-up measurements are required. The Responsiveness to Intervention (RTI) approach (Bryant, 2005; Deshler et al, 2005) further develops the process of identifying and supporting children with learning difficulties without the IQ discrepancy requirement.…”

Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project

“…Effective lessons include a range of evidence based practices including whole group instruction, small group skill-focused lessons that provide explicit, direct instruction, and work stations or centers to provide multiple practice opportunities and promote high levels of student engagement. Thus, during core instruction students are exposed to differentiated evidence-based practices that are tailored to the different learning needs of students in any given classroom (Deshler, Mellard, Tollefson, & Byrd, 2005;Fuchs & Fuchs, 2006). Furthermore, ongoing assessment is tightly coupled to instruction as teachers monitor student achievement.…”