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    A Consultation Model to Facilitate Reading Success
    The California School Psychologist (2008)
    Elena LillesAmy-Jane GriffithsAllison LeeSantiago CardenasYasmin ChackoShane R. Jimerson
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    Keywords:
    Educational Psychology
    Response to Intervention
    Identification
    Topics:
    Educational and Psychological Assessments
    Reading and Literacy Development
    Behavioral and Psychological Studies
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    Caution: Response to Intervention
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    Beverley H. JohnsJames M. Kauffman
    The authors encourage caution in the implementation of Response to Intervention and dispel the false hopes that Response to Intervention will solve many of education’s challenges. Outlined in this article are the reasons why Response to Intervention cannot be the solution to the identification of students for special education, why it can’t prevent disability, and why it cannot reduce the number of students with disabilities.
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    Psychology in the Schools (2012)
    Nicole PyleSharon Vaughn
    Abstract The research on Response to Intervention (RtI) with secondary students is scant; however, a recently conducted, multiyear, large‐scale implementation of RtI with middle‐school students provides findings that inform practices and future directions for research. This article provides an overview of the findings from each of the 3 years of an intensive, tiered reading intervention with middle‐school students. In Year 1, students were provided with a Tier 1 and Tier 2 intervention. In Year 2, minimal responders were provided with another year of intervention (Tier 3), and again in Year 3, minimal responders to the 2‐year intervention were provided with a third year of intervention (Tier 4). Using students' responsiveness to intervention as a prerequisite for a subsequent year of intensive instruction, minimal responders received a total of up to 3 years of intervention. The efficacy of an enhanced primary (Tier 1), secondary (Tier 2), and tertiary (Tier 3) intervention, and an individualized, intensive reading intervention (Tier 4) are discussed, as well as the logistics of implementing an RtI model with secondary students. © 2012 Wiley Periodicals, Inc.
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