Project 2. Response to Early Reading Intervention and the Identification of Learning DisabilitiesThe 2004 reauthorization of IDEA brings the use of student response to instruction (RTI) as an element inthe identification of learning disabilities (IDs) into practice in American schools. In Project 2, we seek toaddress gaps in knowledge that must be filled as RTI models are implemented, particularly questionspertaining to (a) the precise nature of the instruction to which response should be measured and (b) thelong-term implications of response to this instruction in terms of IDs in word-level reading, reading fluency,and comprehension. Our objective is to systematically study variables related to RTI and student outcomesin multi-tiered reading intervention provided in Grades 1-2. We propose 3 specific aims.
Specific Aim 1 willdetermine differences in outcomes and long-range consequences of RTI within 2 competing interventionmodels for students in Grade 1: (a) a problem-solving model derived from behavioral consultation in whichclassroom teachers provide individualized prereferral interventions and (b) a standard protocol supplementalintervention provided outside the classroom and based on reading intervention research.
Specific Aim 2 willdetermine the effectiveness of RTI in (a) individualized intervention (the standard in special education) and(b) standardized intervention with a comprehensive, sequential reading program, both provided to studentswith inadequate response to Grade 1 intervention.
Specific Aim 3 will determine the impact of variousstudent characteristics, teacher characteristics, and intervention implementation characteristics on studentresponse to this intervention. To address these aims, we propose a longitudinal study (with 1-2 years offollow-up) of three Grade 1 cohorts (176 students per year, 528 total) across two sites (Houston, Austin).First graders at-risk for reading difficulty will be randomly assigned to receive 20 weeks of either problemsolvingor standardized protocol intervention. Students whose RTI fails to meet multiple criteria willparticipate in 30 weeks of highly intensive Tier III intervention in Grade 2, comparing the effectiveness of (a)individualized and (b) standardized intensive intervention. The proposed research will enhance ourunderstanding of the practices related to classification, definition, and treatment of reading and readingrelatedIDs and enable the implementation of practical, valid RTI models in our schools. It will significantlyinform both processes related to identification of IDs and instructional decisions for students with IDsidentified within a RTI model.
Showing the most recent 10 out of 128 publications