RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again)

By R. Gersten, Joseph A. Dimino. 2006

234 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0f6c429a81f2d0748f71e6bd7df3a2c7dadf6ed8

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In Developmental and Educational Psychology

In Education

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Citations in the corpus

Are Fluency Measures Accurate Predictors of Reading Achievement? (2007, result): “65 for fall, winter, and spring) were similar to the correlations of ORF and reading achievement reported by Good et al. (2001) (r .”
Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties (2008, unknown): “Fletcher et al., 1994; Fletcher, Denton, & Francis, 2005; Gresham, 2002; Gersten & Dimino, 2006; McEneaney, Lose, & Schwartz, 2006; Reschly, 2005; Vellutino et al., 2000).”
Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change (2009, background): “It should be noted that although RTI has been found to be highly effective in remediating academic performance problems when teachers are provided training and support, it is unknown what the results would be when the resources that the pilot sites had are unavailable (Gertsen & Dimino, 2006).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, methodology): “RTI stands on a ﬁrm body of research; however, this base is described as “admittedly . . . small” (Gersten & Dimino, 2006), primarily concerned with issues of at-risk identiﬁcation and effective methods of intervention rather than exploration of the tiered system (NJCLD, 2005), and focused on…”
Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model (2010, background): “Although the intricacies of RTI implementation are not well understood at this time, it is clear that successful RTI implementation demands greater teaching expertise (Fuchs & Fuchs, 2006; Gersten & Dimino, 2006) and better preparation for the roles teachers will play at each tier.”
Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification (2008, background): “In fact, it is possible that the earlier the prevention efforts take place, the less precise the identification process becomes, which cre ates the potential for yielding even more false positives (Gersten & Dimino, 2006).”
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School: A Consensual Qualitative Analysis (2010, background): “RTI is often referred to as a proactive and preventive model because early screening and intervention would help to identify children who may be missed in a “wait-to-fail model” (Donovan & Cross, 2002; Gersten & Dimino, 2006).”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, unknown): “…et al., 2006; in press; Fletcher-Janzen & Reynolds, 2008; Fuchs & Deshler, 2007; Fuchs & Fuchs, 2006; Fuchs, Fuchs, & Compton, 2004; Gerber, 2005; Gersten & Dimino, 2006; Hain et al., 2009; Hale, 2006; Hale et al., 2004, 2006, 2008; Kavale & Flanagan, 2007; Kavale et al., 2005; Mastropieri &…”