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2. Acknowledgements. The studies conducted by Vellutino, Scanlon, and their associates were supported by grants funded through the National Institute of Child Health and Human Development, the U.S. Department of Education, and the National Science Foundation. . 3. Definition of Responsiveness to In
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1. 1 The Case for Using a Three Tiered Model for Reading Intervention Frank R. Vellutino
Child Research and Study Center
University at Albany-SUNY
2. 2 Acknowledgements The studies conducted by Vellutino, Scanlon, and their associates were supported by grants funded through the National Institute of Child Health and Human Development, the U.S. Department of Education, and the National Science Foundation.
3. 3 Definition of Responsiveness to Intervention (RTI) RTI is a new approach to determining whether students should be classified as learning disabled. It involves:
Identifying students who are not meeting grade level expectations.
Providing remedial services that are intensified over several tiers of intervention.
Assessing students’ gains in the targeted academic area to determine whether they have accelerated their progress sufficiently to meet grade level expectations.
The RTI approach to identification of learning disability status is being offered as an alternative to traditional psychometric approaches to classification having the IQ-achievement discrepancy as the central defining criterion.
4. 4 The Three Tiered Model of Intervention Three sequentially ordered intervention strategies:
Tier 1—modification of classroom language arts instruction to assist children having learning difficulties.
Tier 2—secondary (small group) instruction for children whose learning difficulties are not resolved by modification in the classroom program.
Tier 3—more intensive and more individualized intervention (smaller groups, more sessions, one-to-one) for children at continued risk, despite Tier 1 and Tier 2 interventions.
5. 5 How did RTI Emerge as a New Approach to LD Classification? Over two decades of research undermining the use of the IQ-achievement discrepancy to define learning disabilities.
Well over a decade of intervention research documenting the utility of using an RTI approach to identifying learning disabilities in lieu of the IQ-achievement discrepancy.
IDEIA-2004.
6. 6 Why do some children have difficulty learning to read ? Two Broad Possibilities Basic deficits in reading related cognitive abilities. Experiential / Instructional deficits. The failure to make this distinction leads to a wide spread problem: Misdiagnosing Children as “Disabled Readers.”
