Getting Started with SLD Determination: After IDEA Reauthorization (2006)
Responsiveness to Intervention: How to Do It (2006)
Bradley, R., & Danielson, L. (2004). The Office of Special Education Program's LD initiative: A context for inquiry and consensus. Learning Disability Quarterly, 27(4), 186-188.
Compton, D.L., Fuchs, D., Fuchs, L.S., & Bryant, J.D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394-409.
Deshler, D.D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly, 28(2), 122-124.
Deshler, D.D., Mellard, D.F., Tollefson, J.M., & Byrd, S.E. (2005). Research topics in responsiveness to intervention: Introduction to a special series. Journal of Learning Disabilities, 38(6), 483-484.
Fuchs, D. (2003). On responsiveness-to-intervention as a valid method of LD identification: Some things we need to know. Perspectives, 29(2), 28-31.
Fuchs, D., Deshler, D.D., & Reschly, D.J. (2004). National Research Center on Learning Disabilities: Multimethod Studies of Identification and Classification Issues. Learning Disability Quarterly, 27(4), 189-195.
Fuchs, D., & Fuchs, L.S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38(1), 57-61.
Fuchs, D., & Fuchs, L.S. (2006). Introduction to responsiveness-to-intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 92-99.
Fuchs, D., Fuchs, L.S., & Compton, D.L. (2004). Identifying reading disabilities by responsiveness to instruction: Specifying measures and criteria. Learning Disability Quarterly, 27(4), 216-228.
Fuchs, D., Fuchs, L.S., McMaster, K.L., Yen, L., & Svenson, E. (2004). Non-responders: How to find them? How to help them? What do they mean for special education? Teaching Exceptional Children, 36(6), 72-77.
Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L. (2003). Responsiveness-to-intervention for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.
Fuchs, L.S. (2003). Assessing treatment responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice, 18, 172-186.
Fuchs, L.S., Compton, D.L., Fuchs, D., Paulsen, K., Bryant, J., & Hamlett, C.L. (2005). Responsiveness to intervention: Preventing and identifying mathematics disability. Teaching Exceptional Children, 37(4), 60-63.
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, 493-513.
Fuchs, L.S., & Fuchs, D. (2006). Implementing responsiveness-to-intervention to identify learning disabilities. Perspectives, 32(1), 39-43.
Fuchs, L.S., Fuchs, D., & Compton, D.L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71, 7-21.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Hope, S.K., Hollenbeck, K.N., Capizzi, A.M., Craddock, C.F., & Brothers, R.L. (2006). Extending responsiveness-to-intervention to math problem solving at third grade. Teaching Exceptional Children, 38(4), 59-63.
Fuchs, L.S., Fuchs, D., & Speece, D.L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33-45.
Fuchs, L.S., & Vaughn, S.R. (2005). Response to intervention as a framework for the identification of learning disabilities. Trainers of School Psychologists Forum, 25(1), 12-19.
McMaster, K.N., Fuchs, D., Fuchs, L.S., & Compton, D.L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71, 445-463.
Mellard, D.F., Byrd, S.E., Johnson, E., Tollefson, J.M., & Boesche, L. (2004). Foundations and research on identifying model responsiveness-to-intervention sites. Learning Disability Quarterly, 27(4), 243-256.
Mellard, D.F., Deshler, D.D., & Barth, A. (2004). LD identification: It's not simply a matter of building a better mousetrap. Learning Disability Quarterly, 27(4), 229-242.
Reschly, D.J., & Hosp, J.L. (2004). State SLD identification policies and practices. Learning Disability Quarterly, 27(4), 197-213.
Sideridis, G.D., Morgan, P.L., Bostas, G., Padeliadu, S., & Fuchs, D. (2006). Identifying students with or at risk for learning disabilities based on motivation, metacognition, and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39(3), 215-229.
Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137-146.
And Miles to Go...: State SLD Requirements and Authoritative Recommendations
Understanding Responsiveness to Intervention in Learning Disabilities Determination
Executive Summary of NRCLD Responsiveness to Intervention Symposium
SLD Eligibility: A Users' Guide to the New Regulations (2006) (pdf)
Finding Common Ground: Consensus Statements
Funding for NRCLD is provided by the U.S. Department of Education, Office of Special
Education Programs. Award No. H324U010004. Opinions expressed herein are those of the National
Research Center on Learning Disabilities and do not necessarily represent the position of the U.S.
Department of Education.
© 2007 National Research Center on Learning Disabilities
Last Updated: November 19, 2007
Contact: nrcld@ku.edu