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Research Support for RTI

Research Support for RTITo assist you in making informed judgments about the evidence base for RTI, Charles Hughes and Douglas Dexter of Penn State University present a summary of the nature and extent of published research conducted on RTI. To that end, they have identified studies examining the efficacy of RTI programs as well as research focusing on typical components used in the RTI process.
Read "Response to Intervention: A Research Review." »




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Universal Design for Learning (UDL)

Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.

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Field Studies of RTI Programs, Revised

This article presents a review of published studies on the effectiveness of different RTI models. These studies, often referred to as field studies, are examinations of the impact of multi-tier and multi-component RTI models.

Read "Field Studies of RTI Programs, Revised" »



Response-to-Intervention Research: Is the Sum of the Parts as Great as the Whole?

The purpose of this article is to describe the core components of RTI and the available research on RTI models in their entirety. Although RTI has many core components, the focus of this article is research that addresses Tier 1 (quality core instruction), Tier 2 (supplemental intervention), and Tier 3 (individualized interventions).

Read "Response-to-Intervention Research: Is the Sum of the Parts as Great as the Whole?" »



Making Decisions About Adequate Progress in Tier 2

The purpose of this article is to discuss the identification of students not progressing adequately in Tier 2 of a Response-to-Intervention (RTI) model and to assist the reader in making informed decisions about the nature of researched methods and measures for Tier 3 identification.

Read "Making Decisions About Adequate Progress in Tier 2" »



Progress Monitoring Within RTI

The purpose of this article is to discuss progress monitoring within a Response-to-Intervention (RTI) model and to assist the reader in making informed decisions when selecting and interpreting progress-monitoring measures.

Read "Progress Monitoring Within a Response-to-Intervention Model" »



Selecting a Scientifically Based Core Curriculum for Tier 1

The purpose of this article is to discuss the Response-to-Intervention (RTI) component of scientifically based instruction for all students (Tier 1). The aim of this article is to assist the reader in making informed decisions about the nature of Tier 1 instruction.

Read "Selecting a Scientifically Based Core Curriculum for Tier 1" »



Universal Screening Within a Response-to-Intervention Model

The purpose of this article is to discuss the component of universal screening within a Response-to-Intervention (RTI) model to assist the reader in making informed decisions about the nature of universal screening measures.

Read "Universal Screening Within a Response-to-Intervention Model" »



Empirical Articles on Response to Intervention

Researchers at the Frank Porter Graham Child Development Institute conducted a literature review to identify articles that address features of Response to Intervention (RTI) in school-aged populations. A selection of those articles appears here.

Read "Abstracts and Information: Empirical Articles on Response to Intervention."»



The Use of RTI to Identify Students with Learning Disabilities: A Review of the Research

This article presents the regularly stated criticisms of the current LD identification methods and uses the latest research on the impact of RTI as a method for LD identification to see if research shows this method is superior to the IQ Achievement Discrepancy Model.

Read "The Use of RTI to Identify Students with Learning Disabilities: A Review of the Research"»

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