Research

The Prevention and Identification of Reading Disability

This 2006 presentation explains a study that used a 2-tier model (not including special education) in first grade, exploring RTI as a means of preventing and identifying reading disabilities. It was presented by Douglas Fuchs, Donald L. Compton, Lynn S. Fuchs, and Joan D. Bryant and released by National Research Center on Learning Disabilities.

The National Center for Culturally Responsive Educational Systems

This 2005 brief provides an overview of culturally responsive considerations and challenges when implementing RTI. It was produced by the National Center for Culturally Responsive Educational Systems.

The Response to Intervention of English Language Learners At-Risk for Reading Problems

This 2004 presentation at NCCRESt's National Research Conference describes a study in Texas that looked at effects of an RTI intervention delivered to English Language Learners in Spanish. It conducted interventions in Spanish and English to different sets of students and observed similar results in terms of the responses yielded. It was presented by Sylvia Linan-Thompson, Sharon Vaughn, and Kathryn Prater of the Vaughn Gross Center for Reading and Language Arts at the University of Texas-Austin and Paul Cirino of the University of Houston.

Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

This 2006 brief on preventing disproportionate representation in special education seeks to answer the question, “Are we identifying and serving the ‘right’ students?” It was written by Shernaz B. García and Alba A. Ortiz and produced by the National Center for Culturally Responsive Educational Systems.

Response to Intervention and ELL: Questions and Some Answers

This April 2006 presentation discusses RTI for English Language Learners, particularly within the context of a 3-tiered literacy intervention. It was presented by Sylvia Linan-Thompson of the University of Texas at Austin and produced by the National Center for Culturally Responsive Educational Systems.

Truth in Labeling: Disproportionality in Special Education

This 2007 educators’ guide provides information on disproportionality--what it is, issues that contribute to it, implications for students, schools, and communities, and practices that can create positive change, including response to intervention models, early intervening services and positive behavior supports. An overview of these approaches and district-specific case studies are presented. This report is a collaborative effort of the National Education Association (NEA) and the National Association of School Psychologists (NASP). It was prepared by Patti Ralabate of NEA and Mary Beth Klotz of NASP, and was produced by the NEA Education Policy and Practice Department.

Curriculum-Based Measurement Resources for Secondary-School Level

This brief provides a reference list of articles and book chapters on the development of progress monitoring procedures for secondary-school students in reading, content-area learning, and writing. It also includes a brief section on what student progress monitoring practices have been proven to work at the secondary level. It was written by the Research Institute on Progress Monitoring.

New Strategies to Help Diverse Students Succeed

This article, released by the Council for Exceptional Children (CEC), discusses strategies to help English-language learners (ELLs) and culturally and linguistically diverse (CLD) students succeed in school. It focuses on ways to properly assess ELLs and CLD students for learning disabilities and limit inappropriate referrals for special education, with an emphasis on how RTI can play a role.

Extensive Reading Interventions in Grades K-3: From Research to Practice

This 2007 brief is a synthesis of research on K-3 readinginterventions. It presents findings from 12 studies that focused onstudents with reading difficulties who received supplementary readinginterventions for at least 100 sessions. The summaries of the studiesare followed by suggested implications for practice. The brief waswritten by authors at the Vaughn Gross Center for Reading and Languageat the University of Texas at Austin for the Center on Instruction.