Response to Intervention: A Research-Based Summary

Charles A. Hughes · Douglas D. Dexter

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Behavioral and Psychological Studies Reading and Literacy Development Educational Assessment and Improvement

Abstract

Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing, models of RTI that can be used by school systems and the topic of RTI is frequently written about in educational journals and spoken about at professional conferences. The purpose of this article is to provide the reader with a summary of the research base related to the typical components of the RTI process, as well as the evidence base for RTI when implemented in its entirety.

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References

2006Introduction to response to intervention: What, why, and how valid is it?2007Learning disabilities: from identification to intervention 2000Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters 2003Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities 2008Learning Disabilities: From Identification to Intervention 2008Implementation of Response to Intervention 2007What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)2007Screening for At-Risk Readers in a Response to Intervention Framework

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