7. Response to Intervention

  1. Melissa Lee Farrall

Published Online: 27 JUN 2012

DOI: 10.1002/9781118092668.ch7

Reading Assessment: Linking Language, Literacy, and Cognition

Reading Assessment: Linking Language, Literacy, and Cognition

How to Cite

Farrall, M. L. (2012) Response to Intervention, in Reading Assessment: Linking Language, Literacy, and Cognition, John Wiley & Sons, Inc., Hoboken, NJ, USA. doi: 10.1002/9781118092668.ch7

Publication History

  1. Published Online: 27 JUN 2012
  2. Published Print: 21 MAY 2012

ISBN Information

Print ISBN: 9780470873939

Online ISBN: 9781118092668

SEARCH

Keywords:

  • learning disabilities;
  • special education law;
  • history of reading disabilities;
  • dyslexia;
  • Samuel Orton;
  • Individuals with Disabilities Act (IDEA);
  • severe discrepancy;
  • Matthew Effects;
  • No Child Left Behind;
  • RtI;
  • Response-to-Intervention;
  • curriculum-based measurement;
  • CBM;
  • DIBELS;
  • AIMSweb

Summary

A review of the history of reading research is reviewed as an introduction to legislation related to learning disabilities and reading. Confusion over the definition of a learning disability and what constitutes a severe discrepancy is discussed. No Child Left Behind and IDEA 2004 are summarized culminating in a discussion of Response-to-Intervention (RtI), service delivery models, and questions related to nonresponders. Curriculum-based measurement (CBM) is explored with a review of two widely used commercial products for progress monitoring.