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ERIC Number: EJ672969
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0938-8982
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED507315