Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Joseph Jenkins of the University of Washington presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.


Candidate Measures for Screening At-Risk Students

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References

Chall, J.S. (1996). Stages of reading development. (2nd ed.). Fort Worth, TX: Harcourt-Brace.

Ehri, L.C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.

Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp.3-40). Mahwah, NJ: Lawrence Erlbaum Associates.

Foorman, B. R., Fletcher, J. M., Frances, D. J. Carlson, C. D., Chen, D., Mouzaki, A., Schatschneider, C., Wristers, K., & Taylor, R. (1998). Technical Report Texas Primary Reading Inventory Technical (1998 Edition). Houston, TX: Center for Academic and Reading Skills and University of Houston.

Foorman, B. R., Francis, D.J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk-children. Journal of Educational Psychology, 90, 37-55.

Fuchs, L. M., Fuchs, D., Compton, D. (2003).

Jenkins, J. R. & O'Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, and D. P. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice (pp. 99-150). Mawah, NJ: Earlbaum.

Jenkins, J. R., & Jewell, M. (1992). An examination of the concurrent validity of the Basic Academic Skills Samples (BASS). Diagnostique, 17(4), 273-288.

Lichtenstein, R., & Ireton, H. (1984). Preschool screening and identification of young children with developmental and educational problems. Orlando, FL: Grune & Straton.

O'Connor, R. E., & Jenkins, J. R. (1999). The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.

Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-107). Timonium, MD: York Press

Schatschneider, C., Fletcher, J.M., Francis, D.J., Carlson, C, & Foorman, B.R. (In press). Kindergarten predictors of reading skills: A longitudinal Comparative Analysis. Journal of Educational Psychology.

Speece, D., & Case, L. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.

Speece, D., Mills, C., Ritchey, K., & Hillman, E. (2003) Initial evidence that letter fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36, 223-233.

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Chen, R., Pratt, A., & 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, 601-638.

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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.