Focus on Response to Intervention: RTI Resource Library

IRA books and book chapters

Books listed here are available for purchase at the Marketplace. Chapters listed here are available for free download.

After Early Intervention, Then What? edited by Rachel L. McCormack and Jeanne R. Paratore

No Quick Fix, The RTI Edition, edited by Richard L. Allington and Sean A. Walmsley

Response to Intervention: A Framework for Reading Educators, edited by Douglas Fuchs, Lynn S. Fuchs, and Sharon Vaughn  NEW!

Strategies for Reading Assessment and Instruction, by D. Ray Reutzel and Robert B. Cooter, Jr.

“The importance of effective early intervention,” by Dorothy S. Strickland, in What Research Has to Say About Reading Instruction

“Research on reading/learning disability interventions,” by Richard L. Allington, in What Research Has to Say About Reading Instruction

“A road map for understanding reading disability and other reading problems: Origins, prevention, and intervention,” by Louise Spear-Swerling, in Theoretical Models and Processes of Reading

IRA journal articles

From Reading Research Quarterly (click a title; articles available online for free download):

“Current issues in special education and reading instruction,” by Douglas Fuchs and Lynn S. Fuchs; Russell Gersten and Joseph A. Dimino; Janette K. Klingner and Patricia A. Edwards; and John E. McEneaney, Mary K. Lose, and Robert M. Schwartz (Jan/Feb/Mar 2006; vol. 41, no. 1)

“The scaling of reading interventions: Building multilevel insight,” by Finbarr C. Sloane (Jul/Aug/Sep 2005; vol. 40, no. 3)

“The effects of theoretically different instruction and student characteristics on the skills of struggling readers,” by Patricia G. Mathes et al. (Apr/May/Jun 2005; vol. 40, no. 2)

“The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement,” by Barbara M. Taylor et al. (Jan/Feb/Mar 2005; vol. 40, no. 1)

“Factors that predict success in an early literacy intervention project,” by Lauren Leslie and Linda Allen (Oct/Nov/Dec 1999; vol. 34, no. 4)

“An assessment of Early Steps: A program for early intervention of reading problems,” by Carol M. Santa and Torleiv Høien (Jan/Feb/Mar 1999; vol. 34; no. 1)

“The effects of strategy instruction on the comprehension performance of at-risk students,” by Janice A. Dole, Kathleen J. Brown, and Woodrow Trathen (Jan/Feb/Mar 1996; vol. 31, no. 1)

From The Reading Teacher (click a title; articles available online for free download):

“Building knowledge and fashioning success one school at a time,” by Marjorie Y. Lipson et al. (Mar 2004; vol. 57, no. 6)

“Helping struggling readers: Linking small-group intervention with cross-age tutoring,” by Barbara M. Taylor et al. (Nov 1997; vol. 51, no. 3)

From Reading Today (click a title; articles available online for free download):

“New report discusses response to intervention” (Aug/Sep 2005) FREE!

From the Larger Community

Policy paper from NASDSE

A team of nine educators commissioned by the National Association of State Directors of Special Education is developing an RTI policy guide for state departments of education. The document will provide policy and implementation options for Response to Intervention, grounding RTI in law and policy predating IDEA 2004. It will also walk the reader through the array of implementation issues.

Recognition & Response

Recognition & Response is a systematic approach to addressing early learning difficulties before kindergarten. Developed and managed by the National Center for Learning Difficulties, the RecognitionandResponse.org website offers information and resources to help early educators address the needs of young children (3 to 5 year-olds) who show signs that they may not be learning in an expected manner, even before they begin kindergarten.

Journal articles (online as highlighted):

“Prevention model takes off in schools,” by Susan Boswell (The ASHA Leader, March 2005)

“Heartland Area Education Agency’s problem solving model: An outcomes-driven special education paradigm,” by Elizabeth Jankowski (Rural Special Education Quarterly, Fall 2003)

Put reading first: The research building blocks for teaching children to read, by Bonnie B. Armbruster and Jean Osborn (Center for Early Reading Achievement, Sept. 2001)

“Neverstreaming: Ending learning disabilities before they start,” by Robert E. Slavin (Educational Leadership, 1995; vol. 53, no. 5)

“Reading Recovery and learning disability: Issues, challenges, and implications,” by Carol A. Lyons (Literacy, Teaching and Learning, 1994; vol. 1, no. 1)

“Reading Recovery: A cost-effectiveness and educational-outcomes analysis,” by Philip C. Dyer (ERS Spectrum, Winter 1992; vol. 10, no. 1)

“Reading Recovery: An effective early intervention program that can prevent mislabeling children as learning disabled,” by Carol Lyons (ERS Spectrum, vol. 7, no. 4)

Other online resources

IDEA Parent Guide, from the National Center for Learning Disabilities

National Research Center on Learning Disabilities

Nebraska Center for Research on Children, Youth, Families, and Schools

OSEP Toolkit on Teaching and Assessing Students With Disabilities. The U.S. Department of Education has created this online tool kit to help states and districts do a better job of teaching and testing students with disabilities.

Understanding responsiveness to intervention in learning disabilities determination, by Daryl Mellard, National Research Center on Learning Disabilities

WestEd RTI information