ERIC Number: EJ793326
Record Type: Journal
Publication Date: 2006
Reference Count: 15
A Response to "Competing Views: A Dialogue on Response to Intervention": Why Response to Intervention Is Necessary but Not Sufficient for Identifying Students with Learning Disabilities
Vaughn, Sharon; Fuchs, Lynn S.
Assessment for Effective Intervention, v32 n1 p58-61 2006
We respond to the comments of Batsche, Kavale, and Kovaleski (this issue), on Response To Intervention (RTI) and learning disabilities. Historically, discrepancy between IQ and achievement has been used by many as a criterion for identification of learning disabilities. Recently, RTI is considered as a practice for identifying consistent and persistent underachievement in students and thus providing valuable data for determining learning disabilities. Issues related to the research base for RTI and implications of use of RTI are presented.
Descriptors: Responses, Intervention, Learning Disabilities, Disability Identification, Criteria, Intelligence Quotient, Academic Achievement, Underachievement
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
IES Cited: ED504264; ED504995