The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.
Response to Intervention: Preventing and Remediating Academic Difficulties
Open accessAbstract
This article addresses the advantages and challenges of service delivery models based on student response to intervention (RTI) for preventing and remediating academic difficulties and as data sources for identification for special education services. The primary goal of RTI models is improved academic and behavioral outcomes for all students. The evidence is reviewed for the processes underlying RTI, including screening and progress monitoring assessments, evidence-based interventions, and schoolwide coordination of multitiered instruction. We also discuss the secondary goal of RTI, which is to provide data for identification of learning disabilities (LDs). Incorporating instructional response into identification represents a controversial shift away from discrepancies in cognitive skills that have traditionally been a primary basis for LD identification. RTI processes potentially integrate general and special education and suggest new directions for research and public policy related to LDs, but the scaling issues in schools are significant and more research is needed on the use of RTI data for identification.
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
Specific reading disability (dyslexia): what have we learned in the past four decades?
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004) · Journal of Child Psychology and Psychiatry · doi:10.1046/j.0021-9630.2003.00305.x · Cited by 2,555
Self-citationA meta-analysis of writing instruction for adolescent students
Graham, S., & Perin, D. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.445 · Cited by 1,609
Minority Students in Special and Gifted Education
(2002) · doi:10.17226/10128 · Cited by 1,169
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
Learning disabilities: from identification to intervention
(2007) · Choice Reviews Online · doi:10.5860/choice.44-5775 · Cited by 876
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.3 · Cited by 802
Self-citationTorgesen, 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
Self-citationEvidence That Dyslexia May Represent the Lower Tail of a Normal Distribution of Reading Ability
Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., Fletcher, J. M., & Makuch, R. (1992) · New England Journal of Medicine · doi:10.1056/nejm199201163260301 · Cited by 716
Self-citationTHE CONCEPT OF SPECIFIC READING RETARDATION
Rutter, M., & Yule, W. (1975) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1975.tb01269.x · Cited by 613
Cited by
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium (2016) · PLOS ONE · doi:10.1371/journal.pone.0158753 · Cited by 831
A response to intervention model to promote school attendance and decrease school absenteeism
Kearney, C. A., & Graczyk, P. (2014) · Child & Youth Care Forum · doi:10.1007/s10566-013-9222-1 · Cited by 232
Dyslexia: The evolution of a scientific concept
FLETCHER, J. M. (2009) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617709090900 · Cited by 188
Self-citationHeyd-Metzuyanim, E. (2013) · Educational Studies in Mathematics · doi:10.1007/s10649-012-9457-z · Cited by 124
Multi-tiered systems of support and evidence-based practices
Stoiber, K. C., & Gettinger, M. (2016) · Handbook of Response to Intervention · doi:10.1007/978-1-4899-7568-3_9 · Cited by 106
Metadata
- Authors
- Fletcher, J. M., & Vaughn, S.
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2009-03-23
- Volume
- 3
- Issue
- 1
- Pages
- 30-37
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W2053556466
- Cited by
- 527
- References
- 49
- FWCI
- 41.52
- Type
- journal article
- Language
- en
- Open access
- green
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: Response to Intervention: Preventing and Remediating Academic Difficulties. https://app.cochat.ai/papers/10.1111/j.1750-8606.2008.00072.x
- The paper
- Fletcher, J. M., & Vaughn, S. (2009). Response to Intervention: Preventing and Remediating Academic Difficulties. Child Development Perspectives. https://doi.org/10.1111/j.1750-8606.2008.00072.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.
