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Created with Fabric.js 1.4.5 BACKGROUND Using RTI to distinguish between children with and without reading disabilities Loss of territories - productive land,industries and raw resources IQ discrepancy as a central definingcriterion criticisms Treatment Group 1st Grade 5 Year Longitudinal Study K: identified at-risk for RD Treatment Group: received remedial services in small group with trained teachers twice a week/30 minutes Reading outcomes measured through 3rd grade K or K and 1st intervention combined can prevent long-term reading difficulties Performed better than control group Early intervention made a difference Response to Intervention 1. Does not distinguish between reading difficulties caused by experiential and instructional deficits and biologically based deficits 2. Use of assessment instruments that have little or no diagnostic validity in relation to reading ability3. Provides no direction for remediation or instruction Those still at risk continued with intervention Some Results 84% of at-risk children who received only K intervention or both K and 1st grade intervention performed within average range on all literacy measures by the end of 3rd grade Children at risk for early and long-term reading difficulties can be identified at entry to K and most can be prevented with small group remediation in K and 1st grade Vellutino, F. R., Scanlon, D.M., & Small S. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities. Journal of Learning Disabilities, 36, 157-169.
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