Here are some latest articles that are musts for anyone planning the implementation of RTI models in reading with all types of populations.
Chard, D.J., Stoolmiller, M., Harn, B.A., Wanzek, J., Vaughn, S., Linan-Thompson, S. and Make'enui, E.J. (2008). Predicting Reading Success in a Multilevel School-wide Reading Model: A Retrospective Analysis Journal Of Learning Disabilities, 41 (2), 174-188.
Baker, S.K., Smolkowski, K., Katz, R., Fien, H., Seeley, J.R., Kameâ€™enui, E.J., Beck, C. T. (2008). Reading fluency as a predictor of reading proficiency in low-performing, high- poverty schools. School Psychology Review, 37 (1), 18-37.
Fien, H., Baker, S.K., Smolkowski, K., Smith, J.L.M., Kameâ€™enui, E.J., & Beck, C. T. (2008). Using nonsense word fluency to predict reading proficiency in kindergarten through second grade for English language learners and native English speakers. School Psychology Review, 37 (3), 391-408.
Wanzek, J., & Vaughn, S. (2008). Response to intervention with severely impaired readers. Journal of Learning Disabilities, 41, 126â€“142.
You want evidence here it is!!
Claudia is the Endowed Joan Wieler Arno 49 Professor at Lasell University. She is currently a full professor of education and chair of the Education Program. Claudia has been a teacher, researcher, consultant, and professor of special education.