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
Acknowledgements

References

Aaron, P.G. (1997), The impending demise of the discrepancy formula. Review of Educational Research, 67, 461-502.

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Clay, M. M. (1985). The early detection of reading difficulties, 3rd edition. Auckland, New Zealand: Heinemann.

Clay, M. M. (1987). Learning to be learning disabled. New Zealand Journal of Educational Studies, 22, 155-173.

Fletcher J.M., Shaywitz, S.E., Shankweiler, D.P., Katz, L., Liberman, I.Y., Stuebing, K.K., Francis, D.J., Fowler, A.E., & Shaywitz, B.A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.

Foorman, B.R. (Ed.), (2003). Preventing and Remediating Reading Difficulties: Bringing Science to Scale, pp. 73-120. York Press: Baltimore, MD.

Francis, D.J., Shaywitz, S.E., Steubing, K.K, & Shaywitz, B.A. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curve analysis. Journal of Educational Psychology, 88(1), 3-17.

Fuchs, L., & Fuchs, D. (1997) Use of curriculum-based measurement in identifying students with learning disabilities. Focus on Exceptional Children, 30, 1-16.

Gresham, F. K. (2002). Reponsiveness to intervention: An alterative approach to the identification of Learning disabilities. In R. Bradley, L Danielson, D. Hallahan (Eds.) Identification of Learning Disabilities: Research to Practice, pp. 467-419. Erlbaum: Mahwah, NJ.

Harris, A.S., & Sipay, E.R. (1990). How to increase reading ability (9th ed.) New York: Longman.

Iversen, S., & Tunmer, W. (1993). Phonological processing skills and the reading recovery program. Journal of Educational Psychology, 85, 112-126.

Lyon, G.R., Fletcher, J.M., & Barnes, (2002). Learning disabilities. In E.J. Marsh and R.A. Barkley (Eds.) Child Psychopathology (Second Edition, pp 520-588). New York: Guilford.

National Reading Panel (2000). Teaching children to read; An evidence based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: National Institute of Child Health and Human Development

Pinnell, G. S. (1989). Reading recovery: Helping at risk children learn to read. Elementary School Journal, 90, 161-184.

Scanlon, D. M., & Vellutino, F. R. (1996) Prerequisite skills, early instruction, and success in first grade reading: Selected results from a longitudinal study. Mental Retardation and Development Disabilities, 2, 54-63.

Scanlon, D. M. & Vellutino, F. R. 1997. A comparison of the instructional backgrounds and cognitive profiles of poor, average, and good readers who were initially identified as at risk for reading failure. Scientific Studies of Reading 1(3):191-215.

Scanlon, D.M., Vellutino, F.R., Small, S.G. & Fanuele, D.P. (2000). Severe reading difficulties: Can they be prevented? A comparison of prevention and intervention approaches. Paper presented at the Annual Conference of The American Educational Research Association, New Orleans, April, 2000.

Scanlon, D.M., Vellutino, F.R., Small, S.G. & Fanuele, D.P, & Sweeney, J. (2003). The Short and Long Term Effects of different Types of Early Literacy Intervention on Reading Comprehension. Paper presented at the annual conference of the Society for the Scientific Study of Reading. June, 2003, Boulder, Colorado.

Shaywitz, S.E., Escobar, M.D., Shaywitz, B.A., Fletcher, J.M., & Makuch, R.W. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. New England Journal of Medicine, 326, 145-150.

Siegel, L.S. (1988). Evidence that IQ scores are irrelevant to the Definition and Analysis of Reading Disability. Canadian Journal of Psychology, 42(2), 201-215.

Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-478.

Snow, C.E., Burns, M.S., & Griffen, P. (Eds.) (1998) Preventing reading difficulties in young children. Washington, D.C.: National Academy Press

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Stanovich, K.E., & Siegel, L.S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86 (1), 24-53.

Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15(1), 55-64.

Torgesen, J.K., Rose, E., Lindamood, P., Conway, T, & Garvan C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-594.

Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (in press). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry.

Vellutino, F.R., & Scanlon, D.M. (2001). Using early literacy intervention to improve our understanding of severe reading difficulties. Invited address presented at the Annual Conference of the American Educational Research Association, Seattle, WA.

Vellutino, F.R., & Scanlon, D.M. (2002). The Interactive Strategies approach to reading intervention. Contemporary Educational Psychology, 27, 573-635.

Vellutino, F.R., Scanlon, D.M. & Jaccard, J. (2003). Toward distinguishing between cognitive and experiential deficits as primary sources of difficulty in learning to read: A two year follow-up of difficult to remediate and readily remediated poor readers. In B.R. Foorman (Ed.). Preventing and Remediating Reading Difficulties: Bringing Science to Scale, pp. 73-120. York Press: Baltimore, MD.

Vellutino, F.R., Scanlon, D.M., & Lyon, G.R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33, 223-238.

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

Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S. 1998. The case for early intervention in diagnosing specific reading disability. Journal of School Psychology 36(4):367-397.

Vellutino, F.R., Steger, B.M., Moyer, S.C., Harding, C.J., & Niles, J.A. (1997). Has the perceptual deficit hypothesis led us astray? Journal of Learning Disabilities 10,6, 375-385.

Wasik, B.A., & Slavin, R.R. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200.

Wechsler, D. (1992). Wechsler Individual Achievement Test. New York: Psychological Corporation.

Wechsler, D. (1991). Wechsler Intelligence Scale for Children-Third Edition. New York: Psychological Corporation.

Woodcock, R. W. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Services.

Previous Page
Acknowledgements

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.