Incorporating RTI in a Hybrid Model of Reading Disability
Abstract
The present study seeks to evaluate a hybrid model of identification that incorporates response to instruction and intervention (RTI) as one of the key symptoms of reading disability. The 1-year stability of alternative operational definitions of reading disability was examined in a large-scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for...
Paper Details
Title
Incorporating RTI in a Hybrid Model of Reading Disability
Published Date
Apr 18, 2014
Volume
37
Issue
3
Pages
161 - 171
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