Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities

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Learning Disabilities: Debates on definitions, causes, subtypes, and responses (2011, background): “Related to the issue of a cut-off point is the question of how to deal with children who successfully pass a tier, return to their regular classroom and fail again, implying that they need some additional support (Vaughn et al., 2003).”
Creating a Progress–Monitoring System in Reading for Middle–School Students: Tracking Progress toward Meeting High–Stakes Standards (2010, background): “Electronic inquiries should be sent to espinca@fsw.leidenuniv.nl. have uncovered a small group of children who “fail to thrive” (Vaughn et al., 2003), even when given intensive and potentially powerful interventions.”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “, 2007; Reschly, 2005), and/or concern over the lack of consistent RTI practices across schools, districts, and states (Berkeley, Bender, Peaster, & Saunders, 2009; Zirkel & Krohn, 2009), which is also one of the major criticisms of the abilityachievement discrepancy method as noted earlier (Aaron, ”