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Compton, Donald L.; Gilbert, Jennifer K.; Jenkins, Joseph R.; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette – Journal of Learning Disabilities, 2012
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…
Descriptors: Reading Difficulties, Intervention, Norm Referenced Tests, Disability Identification