“Waiting to Fail” Redux

Otaiba, Stephanie Al; Wagner, Richard K.; Miller, Brett

doi:10.1177/0731948714525622

Cited by 22 publications

(9 citation statements)

References 28 publications

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“…However, implementation of the response-to-intervention approach has not borne the anticipated fruit; children who fail to respond to well-founded intervention are just as likely to be identified following a comprehensive assessment with objective standards for referral for intervention as after their poor response to intervention – so why wait? Moreover, the characteristics of ‘treatment resistors’ include the phonological deficits that characterise dyslexia (Al Otaiba et al, 2014 ; Vellutino et al, 2004 ).…”

Section: Dyslexia Diagnosis and Treatmentmentioning

confidence: 99%

Defining and understanding dyslexia: past, present and future

Snowling

Hulme

Nation

2020

Oxford Review of Education

202

135

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Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, lifelong conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficultyspecific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of 'discrepancy' definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed.

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Section: Dyslexia Diagnosis and Treatmentmentioning

confidence: 99%

Defining and understanding dyslexia: past, present and future

Snowling

Hulme

Nation

2020

Oxford Review of Education

202

135

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“…In contrast, RTI could reduce SLD identification in ways unrelated to improving academic outcomes. The RTI process could prolong the identification process through, for example, the length of time used to identify if students are responding to instruction (Al Otaiba et al, 2014; Hudson & McKenzie, 2016). Response to intervention requires that students are provided with effective instruction and have the opportunity to demonstrate that they have or have not benefited from this instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee

Gilmour,

Harper,

Lloyd

et al. 2023

J Learn Disabil

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Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption was associated with changes in rates of SLD and first-time SLD identification in elementary schools, and if these associations varied across student groups. Response to intervention was associated with an initial decline in the percentage of students with SLD in the state that continued over time, with larger decreases for students who were Black or economically disadvantaged. Response to intervention was associated with a 61% average decrease in the odds of first-time SLD identification by third grade (about a 0.006 change in the predicted probability), with greater declines for students who were Black or economically disadvantaged. We discuss these results in the context of disproportionality in special education and the need for research examining whether declines in SLD were due to improved academic outcomes, as opposed to delays in identification.

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“…The authors concluded that two tiers of validated, highly aligned instruction were more effective than one. While researchers have begun to explore how Tier 1 practices may impact Tier 2 and 3 intervention effectiveness (Al Otaiba et al, 2014), more research is needed to better understand how variability in the quality of core instruction may differentially impact intervention outcomes.…”

Section: Tier 2 Interventions Within the Context Of Core Instructionmentioning

confidence: 99%

Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?

et al. 2022

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High-quality Tier 1 instruction is frequently conceptualized as the “foundation” for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or “quality indicators,” of differential responsiveness to Tier 2 mathematics intervention. Data were drawn from a large-scale data set where all teachers taught the Early Learning in Mathematics (Tier 1) core program across the academic year, and a subset of students were selected for the ROOTS (Tier 2) mathematics intervention. We examined the following Tier 1 variables: (a) classroom-level mathematics gains, (b) Tier 1 fidelity of implementation, (c) Tier 1 classroom management and instructional support, and (d) class size. Response to Tier 2 intervention was not significantly predicted by any of the Tier 1 variables examined; however, the pattern of Hedges’ g effect sizes suggested that students with higher quality of Tier 1 instruction tended to benefit less from the Tier 2 ROOTS intervention. Results are discussed in the context of implications for research and practice.

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“Waiting to Fail” Redux

Cited by 22 publications

References 28 publications

Defining and understanding dyslexia: past, present and future

Defining and understanding dyslexia: past, present and future

Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee

Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?

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