Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities

Vellutino, Frank R.; Scanlon, Donna M.; Small, Sheila G.; Fanuele, Diane P.

doi:10.1177/00222194060390020401

Cited by 218 publications

(211 citation statements)

References 12 publications

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“…Although student outcomes continued to improve with each intervention, the identified growth groups remained distinct on outcome measures after the second intervention. In a subsequent study (Vellutino, Scanlon, Small, & Fanuele, 2006), kindergarten students at risk for reading problems were provided an intervention using a standard protocol. When compared to students at risk and who received no kindergarten intervention, the intervention group had better performance on a range of reading measures.…”

Section: Standard Protocolsmentioning

confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multitiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students. Special Issue Edited by Don Compton, Vanderbilt UniversityPublisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Response to Intervention with Older Students with Reading DifficultiesResponse to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling learners. Fundamental to the implementation of an RTI approach are the following components: (a) accurate universal screening to assure that all students at-risk for reading difficulties are identified as early as possible, (b) valid and reliable progress monitoring to determine students' response to instruction that may vary in intensity and differentiation, and (c) multi-tiered research-based reading interventions to provide confidence that students whose response is less than expected have been provided with the most effective instruction and intervention protocols available. In addition, implementation requires knowledge about effective school and student factors that contribute to RTI models. Thus, RTI introduces instruction-driven assessments and a layered approach to instructional service delivery that begins in the classroom with all students (Tier I); supplements instruction with secondary interventions that provide greater intensity, differentiation, and time on task for some students (Tier II); and provides intensive intervention for a smaller number of students who have not benefited adequately from classroom instruction and secondary interventions (Tier III). Determination of the level of intervention needed is based on the results of progress-monitoring assessmen...

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Section: Standard Protocolsmentioning

confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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“…These researchers encourage the continuation of identification and classification based on discrepancies between achievement and ability, with ability defined by scores on multiple cognitive processing tests rather than a single IQ test (Hale, Naglieri, Kaufman, & Kavale, 2004). However, many other researchers see RtI as a prevention model that stimulates multiple tiers of intervention and reduces the possibility that students referred to special education are academic casualties from inadequate or inappropriate instruction (Fletcher, Coulter, Reschly, & Vaughn, 2004 Otaiba & Fuchs, 2006;Mathes et al, 2005;McMaster, Fuchs, Fuchs, & Compton, 2005;Vaughn, Linan-Thompson, & Hickman, 2003;Vellutino et al, 1996;Vellutino, Scanlon, Small, & Fanuele, 2006). A synthesis of recent research on intensive, early interventions reveals higher effects for smaller group size and for an earlier start of intervention (e.g., kindergarten-grade 1; Wanzek & Vaughn, 2006).…”

Section: Predicting Reading Difficulties In Young Childrenmentioning

confidence: 99%

Contextual effects on predicting risk for reading difficulties in first and second grade

Foorman¹,

York

Santi³

et al. 2007

Read Writ

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This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper, paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction. These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level were much greater than at the school level, and differences in urban schools were twice that of rural schools.

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“…This is despite formal UK educational policy guidelines, which state that ‘dyslexia’ occurs across the range of intellectual abilities, is best thought of as a continuum, and has no clear cutoff points (Rose, 2009). The discrepancy model's gradual decline in education, as opposed to research, has come about largely because all poor readers have been shown to benefit from similar intervention, at least in the early stages (Vellutino, Scanlon, Small, & Fanuele, 2006). …”

Section: Introductionmentioning

confidence: 99%

Behavioural Difficulties That Co‐occur With Specific Word Reading Difficulties: A UK Population‐ Based Cohort Study

et al. 2015

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This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7 years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11 years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population‐based sample of children (n = 12 631) was conducted using linear regression models.There were 284 children (2.2%) identified with SWRD at age 7 years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11 years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied.Given high rates of co‐occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support. © 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd.

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Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities

Cited by 218 publications

References 12 publications

Response to intervention with older students with reading difficulties

Response to intervention with older students with reading difficulties

Contextual effects on predicting risk for reading difficulties in first and second grade

Behavioural Difficulties That Co‐occur With Specific Word Reading Difficulties: A UK Population‐ Based Cohort Study

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