Rethinking Response to Intervention at Middle and High School

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Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “These students evidence deficiencies in domain-general abilities such as working memory, language, and attentive behavior (Andersson & Lyxell, 2007; Fuchs et al., 2010; Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Zheng, Swanson, & Marcoulides, 2011).”
Special Education Research Advances Knowledge in Education (2015, background): “For example, L. S. Fuchs, Fuchs, and Compton (2010) as well as Vaughn and Fletcher (2010) argue that middle school students with very low academic scores benefit from more intensive interventions immediately, without necessitating Tier 2-type interventions first.”
Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, background): “Although RTI frameworks vary greatly, most RTI models have three tiers of instruction provided by different educators (D. Fuchs et al., 2008; L. S. Fuchs et al., 2010).”