Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems

By S. Vaughn, Lynn S. Fuchs. 2003

856 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d86ac1cebc47a4cad7240208f3cbb8a4e8d65740

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Extending Responsiveness to Intervention to Mathematics at First and Third Grades (2007, background): “In fact, the dominant approach involving a discrepancy between intelligence and achievement has been discredited by some professionals due to a variety of conceptual and technical difficulties (see Vaughn & Fuchs, 2003, for a summary).”
Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention (2007, background): “There are several advantages to implementing a threetier/RTI system (Vaughn & Fuchs, 2003).”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, methodology): “Some of them took exception to the discrepancy between ability and achievement and proposed alternative models (e.g., Kavale, 2001; Meyer, 2000; Vaughn & Fuchs, 2003) by employing multiple criteria (Sofie & Riccio, 2002).”
The Special Education Referral and Decision-Making Process for English Language Learners: Child Study Team Meetings and Placement Conferences (2006, background): “Ideally, RTI models will decrease the number of ELLs who are inappropriately referred to and placed in special education by providing them with support and quality instruction within general education before they underachieve (Donovan & Cross, 2002, Vaughn & Fuchs, 2003 ).”
Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model (2006, background): “Vaughn and Fuchs (2003) discuss these benefits, which include the following: (a) students are identified as learning disabled using a "risk" model, rather than a "deficit" model; (b) identification bias is reduced because there is less emphasis on teacher judgment and referral; (c) there is more…”
Developmental dyslexia: emotional impact and consequences (2018, background): “Instructional quality and efficacy of intervention are required to maximize benefits from remedial education (Vaughn & Fuchs, 2003).”
The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities (2006, background): “For more detailed explanations of RTI models, see Fuchs et al. (2003), Kavale et al. (2005), Mellard (2005), National Joint Committee on Learning Disabilities (2005), Speece, Case, and Malloy (2003), or Vaughn and Fuchs (2003).”
What We Need to Know about Responsiveness to Intervention (and Shouldn't be Afraid to Ask) (2007, neutral): “(For discussion of additional questions and issues, see Gerber, 2003; Mas-tropieri & Scruggs, 2005; Vaughn & Fuchs, 2003.)”
Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “Service delivery for RTI is predicated on the appropriate provision of assessment and evidence-based intervention at each tier or level of service within a system (e.g., Batsche et al., 2005; Vaughn & Fuchs, 2003).”
Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model (2010, background): “RTI’s ultimate success hinges not just on general and special education’s ability to assign responsibility for who provides instruction at each tier (Denton, Vaughn, & Fletcher, 2003; Marston et al., 2003; Vaughn & Fuchs, 2003) but also on how instruction will be conceptualized at each tier.”
Cultural considerations with response to intervention models (2006, background): “We see this first tier as including two essential components: (a) evidence-based interventions (Vaughn & Fuchs, 2003), and (b) instruction by teachers who have developed culturally responsive attributes (Gay, 2000; Ladson-Billings, 2001; Villegas & Lucas, 2002).”
Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention (2007, methodology): “Yet, the traditional method for identifying these students, which relies on a discrepancy between intelligence and achievement, has come under attack for conceptual and technical problems (see Vaughn & Fuchs, 2003).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, methodology): “The “promises” and “potential pitfalls” of RTI (Vaughn & Fuchs, 2003) necessitate examination of the factors that may inﬂuence consistency and quality of EI services, and potentially, LD eligibility decisions from within the paradigm of education research.”