The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.
What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)
Abstract
During the past several years, one of the most frequently addressed topics at conferences and in professional journals is responsiveness to intervention (RTI). This is because it is viewed by many as a new way to think about both early intervention and disability identification. Despite its relative newness, a subset of RTI proponents contend researchers and practitioners know everything they need to know to implement it effectively. We disagree and argue that the smartest and most responsible way to move forward with RTI implementation is to recognize what all of us collectively do know and do not know. In this article, we identify unresolved issues—general and specific—important to RTI implementation, teacher effectiveness, and student achievement.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The two disciplines of scientific psychology.
Cronbach, L. J. (1957) · American Psychologist · doi:10.1037/h0043943 · Cited by 2,523
Beyond the two disciplines of scientific psychology.
Cronbach, L. J. (1975) · American Psychologist · doi:10.1037/h0076829 · Cited by 2,094
Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002) · Review of Educational Research · doi:10.3102/00346543072003387 · Cited by 1,908
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001) · Journal of Learning Disabilities · doi:10.1177/002221940103400104 · Cited by 980
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., & Small, S. G. (1996) · Journal of Educational Psychology · doi:10.1037//0022-0663.88.4.601 · Cited by 932
Torgesen, J. K. (2000) · Learning Disabilities Research and Practice · doi:10.1207/sldrp1501_6 · Cited by 785
Vaughn, S., & Fuchs, L. S. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00070 · Cited by 780
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545
Fuchs, L. S., & Fuchs, D. (1998) · Learning Disabilities Research and Practice · Cited by 366
Self-citationCompton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.2.394 · Cited by 316
Self-citation
Metadata
- Authors
- Fuchs, D., & Deshler, D. D.
- Venue
- Learning Disabilities Research & Practice
- Publisher
- SAGE Publications
- Published
- 2007-05
- Volume
- 22
- Issue
- 2
- Pages
- 129-136
- ISSN
- 0938-8982 (ISSN-L)
- 1540-5826
- OpenAlex
- W2136273376
- Cited by
- 316
- References
- 24
- FWCI
- 37.10
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask). https://app.cochat.ai/papers/10.1111/j.1540-5826.2007.00237.x
- The paper
- Fuchs, D., & Deshler, D. D. (2007). What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask). Learning Disabilities Research & Practice. https://doi.org/10.1111/j.1540-5826.2007.00237.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
