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

Previous Page | Next Page
Summary | References

About the Speaker

Report Text

Figures and Tables

Acknowledgements

Virtually all of the work discussed in this paper was supported by grants from the National Institute of Child Health and Human Development to the Vellutino & Scanlon. The data for the intervention study that is the primary focus of the current paper were collected under the auspices of grant R01 HD34598. The data for the intervention study reported in Vellutino et al (1996) were collected as part of a project conducted under the auspices of a special Center grant (P50HD25806) awarded to the Kennedy Krieger Institute by NICHD. The authors express their sincere gratitude to the teachers, students, and secretarial and administrative staff in participating schools. We are also grateful to the intervention teachers and data collectors who worked with us on both intervention studies.

Previous Page | Next Page
Summary | References

IDEAs that Work logo

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.