Article2005

Meta-Analytic Review of Responsiveness-To- Intervention Research: Examining Field-Based and Research-Implemented Models

Matthew K. Burns · James J. Appleton · Jonathan D. Stehouwer

228 citations0/0 files storedJournal of Psychoeducational Assessment

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Behavioral and Psychological Studies Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

A responsiveness-to-intervention (RTI) approach to diagnosing LD is a leading alter native to current practice. This study con ducted a meta-analytic review of research on four existing large-scale RTI models and other models implemented for research. Twenty-four effect sizes and unbiased esti mates of effect (UEE) were computed. Results found a larger UEE for studies of existing RTI models than those implemented by university faculty for research, but both were strong. The UEE for student achievement and sys temic outcomes both exceeded 1.0, but the UEE for systemic outcomes among field-based RTI models was nearly twice as large as for stu dent outcomes. Further, RTI models imple mented for research led to an UEE of 1.14 for student outcomes and 0.47 for systemic out comes. The mean percentage of nonrespon ders in the studies was 19.8% ( SD= 12.5), and an average of 1.68% ( SD = 1.45) of the stu dent population was placed into special edu cation. Implications for practice and future research are included.

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References

1963Experimental and Quasi-Experimental Designs for Research 1982Estimation of effect size from a series of independent experiments.2001Intensive Remedial Instruction for Children with Severe Reading Disabilities 1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.1998The role of instruction in learning to read: Preventing reading failure in at-risk children.2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 2003Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems 1981Learning Disabilities: Theories, Diagnosis, and Teaching Strategies

Cited by

2012Response to Intervention With Secondary School Students With Reading Difficulties 2009College Students With Learning Disability Diagnoses 2015The Many Faces of Special Education Within RTI Frameworks in the United States and Finland 2010A Comprehensive Approach to RTI: Embedding Universal Design for Learning and Technology 2015

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