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 9. Performance Levels for the Poor Readers Who Were Difficult to Remediate , Poor Readers Who Were Less Difficult to Remediate, No Longer at Risk Who Received Kindergarten Intervention, Average IQ Normal and Above Average IQ Normal Groups on the First, Second and Third Grade Achievement Measures

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Word Identification

Poor Reader
Difficult to Remediate
(n=19)		 Poor Reader Less Difficult to Remediate
(n=26) 		No Longer at Risk
Kindergarten Intervention
(n=72) 		Average IQ Normal Controls
(n=27) 		Above Average IQ Normal Controls
(n=27)
Grade 1 M 94.63 105.73 109.24 118.89 127.33
SD 8.50 5.72 11.71 13.05 14.69
Grade 2 M 83.94 102.73 107.47 117.67 125.78
SD 11.46 8.37 12.19 14.68 12.21
Grade 3 M 79.16 99.50 103.44 109.74 114.81
SD 11.58 6.63 9.70 11.37 8.13

Word Attack

Poor Reader
Difficult to Remediate
(n=19)		 Poor Reader Less Difficult to Remediate
(n=26) 		No Longer at Risk
Kindergarten Intervention
(n=72) 		Average IQ Normal Controls
(n=27) 		Above Average IQ Normal Controls
(n=27)
Grade 1 M 93.32 102.23 102.15 109.19 114.52
SD 7.87 8.80 9.70 10.66 13.08
Grade 2 M 84.68 101.54 102.26 110.11 114.96
SD 10.49 7.61 12.81 11.98 13.34
Grade 3 M 79.95 101.62 101.38 107.74 109.56
SD 6.69 9.61 11.37 10.54 11.39

Basic Skills

Poor Reader
Difficult to Remediate
(n=19)		 Poor Reader Less Difficult to Remediate
(n=26) 		No Longer at Risk
Kindergarten Intervention
(n=72) 		Average IQ Normal Controls
(n=27) 		Above Average IQ Normal Controls
(n=27)
Grade 1 M 94.74 104.77 106.63 115.11 121.89
SD 7.24 6.32 10.04 10.75 12.99
Grade 2 M 83.37 102.77 105.92 116.04 122.74
SD 9.86 7.24 12.35 14.28 12.79
Grade 3 M 79.42 101.58 104.28 111.52 115.93
SD 9.26 7.16 10.85 12.01 10.30

Reading Comprehension

Poor Reader
Difficult to Remediate
(n=19)		 Poor Reader Less Difficult to Remediate
(n=26) 		No Longer at Risk
Kindergarten Intervention
(n=72) 		Average IQ Normal Controls
(n=27) 		Above Average IQ Normal Controls
(n=27)
Grade 1 M 86.63 96.27 100.61 107.85 117.15
SD 5.92 7.16 8.95 11.64 12.68
Grade 2 M 86.37 99.65 102.85 108.44 114.81
SD 9.36 7.81 10.14 10.74 11.64
Grade 3 M 88.47 98.23 105.99 109.30 120.11
SD 7.24 7.00 9.86 9.75 12.73

Spelling

Poor Reader
Difficult to Remediate
(n=19)		 Poor Reader Less Difficult to Remediate
(n=26) 		No Longer at Risk
Kindergarten Intervention
(n=72) 		Average IQ Normal Controls
(n=27) 		Above Average IQ Normal Controls
(n=27)
Grade 1 M 10.58 15.20 16.53 21.48 26.07
SD 4.13 4.57 6.13 7.15 8.85
Grade 2 M 13.94 24.08 26.75 32.04 34.35
SD 5.50 5.00 7.85 7.29 6.35
Grade 3 M 20.53 31.58 33.15 37.19 38.52
SD 6.86 4.31 6.21 4.17 3.96

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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.