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1.
Lynn S. Fuchs Douglas Fuchs Kurstin N. Hollenbeck 《Learning disabilities research & practice》2007,22(1):13-24
Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date. 相似文献
2.
The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities with older students with intractable reading disabilities, (c) the reliability, validity, and use of screening and progress monitoring measures with middle school students, and (d) the implications of implementing response to intervention (RTI) practices at the middle school level. The authors provide guidance about prevailing questions about remediating reading difficulties with secondary students and discuss future directions for research using RTI frameworks for students at the secondary level. 相似文献
3.
Compton DL Gilbert JK Jenkins JR Fuchs D Fuchs LS Cho E Barquero LA Bouton B 《Journal of learning disabilities》2012,45(3):204-216
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction. 相似文献
4.
Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling readers early, before they fail. A key component of RTI is the implementation of evidence‐based reading practices within a multitiered framework. School psychologists are increasingly being asked to lead or be members of RTI building teams. As such, they can play an important role in assuring that evidence‐based practices in reading are implemented with integrity. The purpose of this article is to provide a framework for judging the extent to which early reading instruction within a multitier RTI system is evidence based. Key evidence‐based practices related to the content, design, and delivery of early reading instruction are described. © 2010 Wiley Periodicals, Inc. 相似文献
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Children with learning problems require early intervention. If it is evidence based and implemented with integrity and intensity, it will accelerate the academic progress of many students. This is the hope and expectation of the many supporters of responsiveness-to-intervention (RTI). A minority of children, however, will not respond sufficiently to such intervention because of learning disorders like specific learning disabilities (SLD). Some RTI models do not include research-backed methods to identify these children, nor do RTI practitioners often produce the data necessary to develop individualized instruction for them. The authors suggest practitioners go beyond typical RTI assessment data documenting responsiveness/ unresponsiveness to conduct comprehensive evaluations of these most difficult-to-teach students and to include in their evaluations carefully chosen cognitive measures. This special issue presents the work of teams of researchers, which suggests that cognitive and neuropsychological assessments can provide information to further understand SLD, which in turn can guide development of promising interventions. 相似文献
8.
《Journal of research on educational effectiveness》2013,6(2):218-244
Abstract?Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a number of important components that compose effective Tier 2 interventions in early reading. The purpose of this study was to test the impact of a Tier 2 intervention with Tier 2 compared to Tier 1 instruction alone using regression discontinuity. A cut score was used to assign first-grade students at risk for reading difficulties to Tier 2 intervention plus Tier 1 instruction. Students who missed the cut score in the control group received Tier 1 instruction only. Students in the treatment group, just below the cut score, made greater gains on the SAT10 total score and the individual subtests than students just above the cut score. Outcomes were not significant on oral reading fluency. 相似文献
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Educators use curriculum‐based measurement of oral reading (CBM‐R) to measure student response to instruction. Current decision‐making frameworks assume students demonstrate linear growth across a school year. However, growth appears nonlinear for at least a subgroup of students. We assessed the degree to which grade two (n = 800) and grade three (n = 800) students receiving intensive interventions experienced discontinuous growth. We also explored when discontinuous growth tended to occur, and whether students improved or regressed afterward. Results indicate linear patterns were adequate for most students (80 percent). Students who showed discontinuous growth early tended to improve afterward. Conversely, students who showed discontinuous growth later tended to plateau. Findings suggest multilevel models may obscure variability in growth patterns. Practice and research implications are discussed. 相似文献
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Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time‐efficient interventions with these students. Using an experimental design common in field‐based research, the purpose of this study was to evaluate the differential effects of a one‐on‐one (1/1) and small‐group (SG) reading fluency intervention, both implemented with Spanish‐speaking ELLs. Using three forms of data‐analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school‐based practice. © 2011 Wiley Periodicals, Inc. 相似文献
11.
Al Otaiba S Folsom JS Schatschneider C Wanzek J Greulich L Meadows J Li Z Connor CM 《Exceptional children》2011,77(4):453-470
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. 相似文献
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This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. 相似文献
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Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. New measures for identifying students as early as kindergarten who are not acquiring early basic literacy skills make this possible. However, questions regarding exactly how to formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed. This paper describes first-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior, University of Kansas. The formulation of the experimental secondary-level intervention was guided by evidence supporting the efficacy of (a) small groups of 3 to 6 participating students and low student-teacher ratio combined with (b) explicit, phonics-based instruction. Selected curricula were Reading Mastery, Proactive Reading, Programmed Reading, and Read Well, use of which varied by choice across experimental-group schools. PBS was an additional intervention context in experimental schools. Comparison schools and first-grade teachers did not employ the three-tiered model, early screening, or PBS; most students were taught using conventional whole-group instruction, little or no individualization, and curricula with weak scientific evidence. Initial results indicate significantly larger growth for experimental secondary-level at-risk students than for comparisons. Experimental-group first graders not showing growth were those identified with disabilities or behavioral risks and English language learners. Implications are discussed. 相似文献
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Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self‐modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and viewed a minimum of four times per week. Data were collected twice per week using curriculum‐based measures. A single subject multiple baseline across participants design was used. Results indicated an increase in decoding skills and sight word recognition for all participants. A 2‐week posttest maintenance assessment showed retention or increases for 70 percent of participants. Results from the study offer promise for a specific intervention that may reach particular students who respond poorly to Tier 2 reading instruction. 相似文献
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Elizabeth D. Tuckwiller Paige C. Pullen Michael D. Coyne 《Learning disabilities research & practice》2010,25(3):137-150
The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response‐to‐intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study employed an abbreviated, prototypical tiered instructional model to deliver vocabulary instruction to both at‐risk kindergarten students and students not at risk for reading failure. The study was designed using RDD and the data were analyzed using a regression‐based analytic model. The pros and cons of this research design, specifically in regards to learning disabilities research, is examined. 相似文献
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A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different in a number of ways from nondiscrepant low achievers. Several meta‐analytic reviews contrasting discrepant and nondiscrepant low achievers fail to reveal significant differences between these two groups on measures of phonetic analysis, pseudoword decoding, word identification, spelling, oral reading fluency and other measures of literacy development and related phonological processing skills. This paper discusses the role of intelligence in identifying children with SLD and presents data based on correlational analyses and hierarchical regression analyses showing that intelligence is not a strong predictor of reading achievement and does not predict responsiveness to remedial instruction. These data also indicate that direct measures of responsiveness to intervention (RTI) strongly predict later reading achievement in tutored children from 1st grade through 4th grade. The combined results suggest that RTI approaches to the identification of SLD may have greater utility than psychometric approaches based on IQ scores or individual profile analysis. 相似文献
17.
Douglas Fuchs Donald L. Compton Lynn S. Fuchs Joan Bryant G. Nicole Davis 《Reading and writing》2008,21(4):413-436
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 instruction; and tertiary intervention (tier 3) typically denotes most intensive special education. Despite RTI’s popularity and promise, there are many questions about how to implement it effectively and efficiently. So, in 2001, the Office of Special Education Programs in the U.S. Department of Education funded the National Research Center on Learning Disabilities to conduct two large-scale, field-based, longitudinal, and experimental RTI studies. Both studies, one in reading and one in math, were conducted at first grade, with annual follow up for 3 years in the reading study and 2 years in the math study. This article summarizes findings from the reading study, which was designed to answer three basic questions about RTI’s pivotal secondary intervention: Who should participate in it? What instruction should be conducted to decrease the prevalence of reading disabilities? How should responsiveness and non-responsiveness be defined? 相似文献
18.
Eric Dion Monique Brodeur Catherine Gosselin Marie‐Ève Campeau Douglas Fuchs 《Learning disabilities research & practice》2010,25(2):87-96
It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher‐implemented research‐based interventions were implemented during kindergarten and first grade. In the second, only the first‐grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low‐risk and high‐risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not‐at‐risk students did not benefit from the early introduction of reading instruction. 相似文献
19.
Carolyn A. Denton Sharon Vaughn Jack M. Fletcher 《Learning disabilities research & practice》2003,18(3):201-211
Multiple consensus reports have provided converging evidence regarding effective instruction for students who have difficulty learning to read. Evidence‐based instruction in general education classrooms must be in place in order to implement response‐to‐intervention models. Despite the well‐developed knowledge base supporting the value of interventions that have been demonstrated to have positive outcomes, these interventions are not widely employed in typical classroom instruction, and models of service delivery for students with reading and learning disabilities implemented in schools are often ineffective. Recent research has demonstrated that this need not be the case, but there are many obstacles to change. Large‐scale implementation of effective educational practices for struggling readers depends on a research agenda that directly addresses questions related to scaling and sustaining educational innovations. We suggest that reform depends on collaboration among researchers, educational practitioners, teacher educators, and policymakers, with the common goal of improving outcomes for students who might otherwise experience reading failure. 相似文献
20.
Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents with LD is not as well established as research in other domains, such as reading. Programs of research in writing interventions for adolescents with LD, nevertheless, have provided frameworks for effective instruction for these students. Adapting criteria from Graham and Perin's (2007c) Writing Next report, 40 studies across six programs of research were located for our literature review in writing instruction for adolescents with LD. Based on the findings of these studies, instruction within two levels of support for adolescents with LD are recommended. 相似文献