ERIC Number: EJ867621
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 52
Obscuring Vital Distinctions: The Oversimplification of Learning Disabilities within RTI
McKenzie, Robert G.
Learning Disability Quarterly, v32 n4 p203-215 Fall 2009
The assessment procedures within Response to Intervention (RTI) models have begun to supplant the use of traditional, discrepancy-based frameworks for identifying students with specific learning disabilities (SLD). Many RTI proponents applaud this shift because of perceived shortcomings in utilizing discrepancy as an indicator of SLD. However, many professionals and organizations have noted the substantial variability between various RTI models and urged cautious implementation. RTI models that utilize substantively different assessment procedures as a primary or singular means of SLD identification are likely to produce numerous sources of measurement error, threats to validity, inaccuracy in identification, and potential legal challenges. This article examines from a psychometric perspective the risks in replacing discrepancy-based identification of SLD with the myriad options for measuring students' responsiveness and nonresponsiveness to instruction within the intervention tiers of RTI.
Descriptors: Intervention, Learning Disabilities, Error of Measurement, Psychometrics, Disability Identification, Measurement Techniques, Item Analysis, Interrater Reliability, Models, Evaluation Methods, Evaluation Problems, Evaluation Research
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Authoring Institution: N/A