The DOI matches its Crossref record.
RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again)
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the authors' initial analysis of progress monitoring, there is considerable variation in the type of reading measure administered over time.
“In our initial analysis of progress monitoring, we have found considerable variation in the type of reading measure administered over time; see Tindal et al. [206].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [206]
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 34
- Adams M.J., 1990, Beginning to read: Thinking and learning about print
- 10.1007/BF02648153 · DOI
- 10.1177/001440299005600603 · DOI
- Beck I.L., 2001, Text talk: Capturing the benefits of read‐aloud experiences for young children, The Reading Teacher, 55, 10
- Campione J., 1987, Dynamic assessment, 82
- Coyne M.D., 2004, Vocabulary instruction: From research to practice, 41
- 10.1111/1540-5826.00075 · DOI
- 10.1177/027112149201200206 · DOI
- Fuchs D., 1998, Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities, Learning Disabilities Research & Practice, 13, 204
- 10.1177/001440298605300301 · DOI
- 10.1177/07419325050260040201 · DOI
- 10.1111/0938-8982.00013 · DOI
- 10.3102/00346543071002279 · DOI
- Gersten R., 1995, The burden of proof: Validity as improvement of instructional practice, Exceptional Children, 61, 510, 10.1177/001440299506100602 · DOI · Paper page
- Gersten R., 1995, Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice, Exceptional Children, 62, 52, 10.1177/001440299506200105 · DOI
- Good R.H., 2001, Dynamic indicators of basic early literacy skills
- Haager D., Validated practices in three‐tiered reading intervention models
- Hall G.E., 2001, Implementing change: Patterns, principles, and potholes
- 10.1007/978-1-4899-0390-7 · DOI
- Jenkins J.R., 2000, Identification of learning disabilities, 99
- 10.1037/0022-0663.80.4.437 · DOI · Paper page
- 10.1037/0012-1649.39.6.1005 · DOI
- 10.1207/s1532799xssr0302_4 · DOI
- 10.1207/SLDRP1501_5 · DOI
- Robbins C., 1994, Reading storybooks to kindergarteners helps them learn new vocabulary words, Journal of Educational Psychology, 86, 54, 10.1037/0022-0663.86.1.54 · DOI
- Scarborough H., 2005, The connections between language and reading disabilities, 3
- Shadish W.R., 2002, Experimental and quasi‐experimental designs for general causal inference
- 10.1111/1540-5826.00071 · DOI
- 10.1598/RRQ.21.4.1 · DOI · Paper page
- Torgesen J.K., 2001, Dyslexia, fluency, and the brain, 333
- Torgesen J.K., 1997, Preventive and remedial interventions for children with severe reading disabilities, Learning Disabilities: A Multidisciplinary Journal, 8, 51
- 10.1111/1540-5826.00070 · DOI
- 10.1177/001440290306900401 · DOI
- Vaughn S. Mathes P. Linan‐Thompson S. Cirino P. Carlson C. Francis D. et al.(in press).First‐grade English language learners at‐risk for reading problems: Effectiveness of an English intervention.Elementary School Journal.
Cited by
Sorted by citations
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59
“As Gersten and Dimino [207] note, “equally important is research onRTI that addresses students with problems with vocabulary, listening comprehension, and reading comprehension” (p.”
Background
Metadata
- Authors
- GERSTEN, R., & DIMINO, J. A.
- Affiliations
- University of Oregon (US)
- Instructional Research Group (US)
- Corresponding author
- GERSTEN, RUSSELL
- DIMINO, JOSEPH A.
- ORCID
- GERSTEN, RUSSELL
- Venue
- Reading Research Quarterly
- Publisher
- Wiley
- Published
- 2006-01-03
- Volume
- 41
- Issue
- 1
- Pages
- 99-108
- ISSN
- 0034-0553 (ISSN-L)
- 1936-2722
- OpenAlex
- W2146677003
- Cited by
- 226
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 4 · 2023: 4 · 2022: 4 · 2021: 7 · 2020: 6 · 2019: 23 · 2018: 7 · 2017: 6 · 2016: 8 · 2015: 18 · 2014: 12 · 2013: 17 · 2012: 20
- FWCI
- 26.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading Research Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- Response to Intervention, special education, reading difficulties, reading instruction, early identification of reading problems
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
