Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

By Douglas Fuchs, Lynn S. Fuchs, Donald L. Compton. 2004

277 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/76db6d9a01a39cb653db41d520a12dc0f39c6835

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In Developmental and Educational Psychology

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Citations in the corpus

Introduction to Response to Intervention: What, Why, and How Valid Is It?. (2006, background): “…methods demonstrate differential utility in distinguishing responsive and nonresponsive groups on different components of reading; that is, an assessment method with demonstrated validity for beginning decoding skills may be invalid for assessing reading comprehension (see Fuchs et al., 2004).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, result): “Fuchs, Fuchs, and Compton (2004) found similar results in their retrospective database analyses of student responsiveness: Different post-intervention assessment measures (e.g., Dolch slope median split, normalized post-treatment status) produced different groups of non-responders.”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “…to respond to intervention (Ardoin et al., 2005; Barnett et al., 2004; Burns & Senesac, 2005; Fletcher, Lyon, & Barnes, 2006; Fuchs & Fuchs, 2006; Fuchs et al., 2004; Speece, 2005; Ysseldyke & Marston, 2000) cannot discriminate between those with SLD and those who are low achieving for some…”
A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, methodology): “Table 1 suggests that the largest effect size (d = 11.82) was from the study of L. S. Fuchs et al. (2004), and the three negative sizes were from Jitendra, Griffin, Deatline-Buchman, and Sczesniak (2007); Ginsburg-Block and Fantuzzo (1998); and Toppel (2004).”
What We Need to Know about Responsiveness to Intervention (and Shouldn't be Afraid to Ask) (2007, methodology): “This approach is illustrated in the work of Fuchs, Fuchs, and Compton (2004).”
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities (2008, methodology): “We conducted weekly progress monitoring for 9 weeks in the fall, using curriculum-based measurement word identification fluency (WIF; Fuchs, Fuchs, & Compton, 2004 ) to identify first graders who were non-responsive to classroom reading instruction.”
Response to Intervention: A Research-Based Summary (2011, background): “As some researchers associate Tier 3 interventions with special education services ( Fuchs, Fuchs, & Compton, 2004 ; Fuchs et al, 2007 ), nonresponsiveness to Tier 2 interventions is key in LD identification.”