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School Psychology Review Volume 32, 2003 - Issue 4
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General Articles

The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors

Lisa Pericola CaseUniversity of MarylandCorrespondence[email protected]
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Deborah L. SpeeceUniversity of MarylandView further author information
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Dawn Eddy MolloyUniversity of MarylandView further author information
Pages 557-582 | Published online: 22 Dec 2019

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Courtenay A. Barrett, Joseph M. Cottrell, Daniel S. Newman, Benjamin G. Pierce & Alisha Anderson. (2015) Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi. School Psychology Review 44:3, pages 271-288.
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Jeremy Miciak, Karla K. Stuebing, Sharon Vaughn, Greg Roberts, Amy E. Barth & Jack M. Fletcher. (2014) Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School. School Psychology Review 43:4, pages 407-427.
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Dongil Kim, Jaehyun Shin & Gerald Tindal. (2013) Exploring Relationship Between Word Identification and Passage Reading Fluency Within a Response to Intervention Framework: An Application of Latent Growth Modeling. Exceptionality 21:4, pages 207-223.
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EmilyW. King, Mary Ruth Coleman & Adena Miller. (2011) Response to Intervention: The Changing Role of School Psychologists in Relation to Gifted Students. Journal of Applied School Psychology 27:4, pages 341-358.
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Seungsoo Yeo. (2011) Reliability Generalization of Curriculum-Based Measurement Reading Aloud: A Meta-Analytic Review. Exceptionality 19:2, pages 75-93.
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Meree Reynolds, Kevin Wheldall & Alison Madelaine. (2009) Building the WARL: The development of the Wheldall Assessment of Reading Lists, a curriculum-based measure designed to identify young struggling readers and monitor their progress. Australian Journal of Learning Difficulties 14:1, pages 89-111.
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ElizabethR. Drame & Yaoying Xu. (2008) Examining Sociocultural Factors in Response to Intervention Models. Childhood Education 85:1, pages 26-32.
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Karen Callan Stoiber & MichaelL. Vanderwood. (2008) Traditional Assessment, Consultation, and Intervention Practices: Urban School Psychologists' Use, Importance, and Competence Ratings. Journal of Educational and Psychological Consultation 18:3, pages 264-292.
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Edward J. Daly$suffix/text()$suffix/text(), Michael Persampieri, Merilee McCurdy & Valerie Gortmaker. (2005) Generating Reading Interventions Through Experimental Analysis of Academic Skills: Demonstration and Empirical Evaluation. School Psychology Review 34:3, pages 395-414.
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Jeremy Miciak, Karla K. Stuebing, Sharon Vaughn, Greg Roberts, Amy E. Barth & Jack M. Fletcher. (2014) Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School. School Psychology Review 43:4, pages 407-427.
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Kristen D. Ritchey, Rebecca D. Silverman, Elizabeth A. Montanaro, Deborah L. Speece & Christopher Schatschneider. (2012) Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students. Exceptional Children 78:3, pages 318-334.
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Keith J. Hyatt. (2016) The New IDEA. Intervention in School and Clinic 42:3, pages 131-136.
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Amy-Jane GriffithsAmanda M. VanDerHeyden, Lorien B. Parson & Matthew K. Burns. (2016) Practical Applications of Response-to-Intervention Research. Assessment for Effective Intervention 32:1, pages 50-57.
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