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.

Frank R. Vellutino of the University at Albany presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

Response to Intervention as a Vehicle for Distinguishing
Between Reading Disabled and Non-Reading Disabled Children:
Evidence for the Role of Kindergarten and First Grade Intervention

Table 2. Performance Levels for the Project Treatment and School-Based Comparison Groups on the Kindergarten Screening Battery (Both Cohorts)

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Project Treatment1 School-Based Comparison2
WRMT-R Letter Identification Raw Score
M 5.33 6.29
SD 4.01 4.40
WRMT-R Letter Identification Standard Score
M 83.53 84.71
SD 5.98 6.13
Rhyme Detection Raw Score (12)3
M 6.65 6.72
SD 2.87 2.67
Alliteration Detection Raw Score (12)3
M 4.09 4.23
SD 1.45 1.43
Rapid Automatized Naming Time (in seconds)
M 83.62 82.24
SD 21.81 20.15
Counting by 1's (highest number) (40)3
M 22.81 24.09
SD 10.10 9.02
Number Identification Raw Score (12)3
M 4.70 5.31
SD 2.86 2.71

1 Project Treatment n=232

2 School-Based Treatment n=230

3 number in parenthesis indicates maximum possible score on the measure

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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.