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The Early Prevention of Mathematics Difficulty: Its Power and Limitations
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Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2012
In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with…
Descriptors: Achievement Gap, Mathematics Curriculum, Learning Disabilities, Mathematics Instruction
Making "Secondary Intervention" Work in a Three-Tier Responsiveness-to-Intervention Model: Findings from the First-Grade Longitudinal Reading Study of the National Research Center on Learning Disabilities
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Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, Joan; Davis, G. Nicole – Reading and Writing: An Interdisciplinary Journal, 2008
Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group…
Descriptors: Small Group Instruction, Reading Difficulties, Intervention, Learning Disabilities
Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities.
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Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1998
Proposes a treatment-validity model for the identification of learning disabilities. The four-phase eligibility-assessment process would include evaluating adaptations in the regular classroom and verifying the effectiveness of special education before placement. Considers the technical requirements of this alternative eligibility process, and the…
Descriptors: Decision Making, Elementary Secondary Education, Eligibility, Evaluation Methods