ERIC Number: EJ672969
Record Type: CIJE
Publication Date: 2003
Reference Count: 0
Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct.
Fuchs, Douglas; Mock, Devery; Morgan, Paul L.; Young, Caresa L.
Learning Disabilities: Research & Practice, v18 n3 p157-71 Aug 2003
This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid identification means. (Contains references.) (Author/CR)
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Authoring Institution: N/A
Identifiers: Discrepancy Model
IES Cited: ED507315
Note: Special Series: Redefining Learning Disabilities as Inadequate Response to Instruction.