RTI Chapter Bibliography

RTI Chapter Bibliography Allington, R. (2009). What really matters in response to intervention. New York, NY: Pearson. Allington, R. & Johnston, P. (2002). Reading to learn: Lessons from exemplary 4 th grade classrooms. New York, NY: Guilford. Bender, W. N. & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin. Berkley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42 (1), 85 95. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86, 9 21. Bradley, R., Danielson, L., & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38 (6), 485 486. Bradley, R., Danielson, L.., & Hallahan, D. (Eds.). (2002). Identification of learning disabilities: Research to practice. Mahwah, NJ: Erlbaum. Burns, M. K., Vanderwood, M. L., & Ruby, S. (2005). Evaluating the readiness of prereferral intervention teams for use in a problem-solving model. School Psychology Quarterly, 20 (1), 89 105.

Cole, A. (2003). It s the teacher, not the program. Education Week. March 12, p. 3. Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Recognition and response: An early intervening system for young children at risk for learning disabilities. Full report. Chapel Hill, NC: The University of North Carolina at Chapel Hill, FPG Child Development Institute. Council for Exceptional Children (CEC). (9/5/2007). Untitled letter to Chairman Miller and Ranking Member McKeon. Retrieved 9/25/2007, from www.cec.sped.org/am/template.cfm?section=content_folders&template=/cm/ ContentDisplay.cfm&CONTENTID=8905. Division for Learning Disabilities. (2007). Thinking about response to intervention and learning disabilities: A teacher s guide. Arlington, VA: Author. Donovan, M. S. & Cross, C. T. (2002). Minority students in special and gifted education. National Research Council Committee on Minority Representation in Special Education. Washington, DC: National Academies Press. Drame, E. (2002). Sociocultural context effects on teachers readiness to refer for learning disabilities. Exceptional Children, 69 (1), 41 53. Drame, E. & Xu, Y. (2008). Examining sociocultural factors in response to intervention models. Childhood Education, 85 (1), 26 32. Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., & Olson, K. R. (2002). Classification of learning disabilities: An evidence-based evaluation. In R.

Bradley, L. Danielson, & D. P. Hallahan (Eds.). Identification of learning disabilities: Research to practice, pp. 185 250. Mahwah, NJ: Erlbaum. Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York, NY: Guilford. Fletcher, J. M. & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3 (1), 30 37. Francis, D. J., Santi, K. L., Barr, C., Fletcher, J. M., Varisco, A., & Foorman, B. R. (2008). Form effects on the estimation of students oral reading fluency using DIBELS. Journal of School Psychology, 46, 315 342. Fuchs, D. & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41 (1), 93 99. Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disability by responsiveness-to-instruction: Specifying measures and criteria. Learning Disability Quarterly, 27, 216 227. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-tointervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18 (3), 157 171. Fuchs, D., Stecker, P. M., & Fuchs, L. S. (2008). Tier 3: Why special education must be the most intensive tier in a standards-driven, No Child Left Behind world. In D. Fuchs, L.S. Fuchs, & S. Vaughn (Eds.), (2009). Response to intervention: A framework for reading educators, pp. 71 104. Newark, DE: International Reading Association.

Fuchs, L. S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39, 14 20. Fuchs, L. S. & Fuchs, D. (2009). On the importance of a unified model of responsiveness to intervention. Child Development Perspectives, 3 (1), 41 43. Fuchs, L. S., Deno, S. L., &. Mirkin, P. K. (1984). The effects of frequent curriculumbased measurement and evaluation on student achievement, pedagogy, and student awareness of learning. American Educational Research Journal, 21, 449 460. Grimes, J. (2002). Responsiveness to interventions: The next step in special education identification, service, and existing decision-making. Paper presented at Office of Special Education Programs LD Summit Conference, Washington, DC. Haager, D. & Mahdavi, J. (2007). Teacher roles in implementing interventions. In D. Haager, J. Klinger, & S. Vaughn (Eds.), Evidence-based reading practices for response to intervention, pp. 245 264. Baltimore MD: Paul H. Brookes. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2001). Inferring program effects for specialized populations: Does special education raise achievement for students with disabilities? Unpublished manuscript. Jimerson, S. R., Burns, M. K., & VanDerHeyden. A. M. (2007). Handbook of response to intervention. Springfield, IL: Charles E. Springer. Johnson, E., Mellard, D. F., & Byrd, S. E. (2005). Alternative models of learning disabilities identification: Considerations and initial conclusions. Journal of Learning Disabilities, 38, 569 572.

Johnston, P. (1992). Constructive evaluation of literate activity. New York, NY: Longman. Klinger, J. K. & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41 (1), 108 117. Lyman, H. (1998). Test scores and what they mean (6 th ed.). Boston, MA: Allyn & Bacon. Marston, D. (2005). Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Learning Disabilities Research and Practice. 38, 539 544. Mercer, C., Jordan, L., Allsop, D. & Mercer, A. (1996). Learning disabilities and criteria used by state education departments. Learning Disabilities Quarterly, 19, 217 232. National Association of State Directors of Special Education (NASDSE). (2006). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author. National Research Center on Learning Disabilities (NRCLD). (2005). Responsiveness to intervention in the SLD determination process [Brochure]. Lawrence, KS: Author. O Connor, E. A. & Simic, O. (2002). The effect of reading recovery on special education referrals and placements. Psychology in the Schools, 39 (6), 635 646. Reschly, D. J. & Hosp, J. L. (2004). State SLD policies and practices. Learning Disability Quarterly, 27, 197 213.

Reschly, D. J. & Tilly, W. D. (1999). Reform trends and system design alternatives. In D. Reschly, W. Tilly, and J. Grimes (Eds.), Special education in transition, pp. 19 48. Longmont, CO: Sopris West. Rubin, D. (2002). Diagnosis and correction in reading instruction. Boston, MA: Allyn and Bacon. Shea, M. (2000). Taking running records, New York, NY: Scholastic. Shea, M. (2006). Where s the glitch?: How to use running records with older readers, grades 5 8. Portsmouth, NH: Heinemann. Shea, M., Murray, R., & Harlin, R. (2005). Drowning in data?: How to collect, organize, and document student performance. Portsmouth, NH: Heinemann. Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to increase student achievement: Review of research. Psychology in the School. 42, 795 819. Torgesen, J. (2009). The response to intervention instructional model: Some outcomes from a large-scale implementation in reading first schools. Child Development Perspectives, 3 (1), 38 40. VanDerHeyden, A. M., Witt, J., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on the identification of children for special education. Journal of School Psychology. 45, 225 256.

Vaughn, S. & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research and Practice, 18, 137 146. Vaughn, S., Linan-Thompson, S., &. Hickman, P. (2003). Response to treatment as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391 409. Walker, B. (2004). Diagnostic teaching of reading (5 th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Walker-Dalhouse, D., Risko, V. J., Esworthy, C., Grasley, E., Kaisler, G., McIIvain, D., & Stephan, M. (2010). Crossing boundaries and initiating conversations about RTI: Understanding and applying differentiated classroom instruction. The Reading Teacher, 63 (1), 84 87. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.