You are here

Incorporating RTI in a Hybrid Model of Reading Disability.

Title: Incorporating RTI in a Hybrid Model of Reading Disability.
Name(s): Spencer, Mercedes, author
Wagner, Richard K, author
Schatschneider, Christopher, author
Quinn, Jamie, author
Lopez, Danielle, author
Petscher, Yaacov, author
Type of Resource: text
Genre: Text
Date Issued: 2014-08-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-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 single-criterion based operational definitions of reading disability. However, substantially greater stability was obtained for a hybrid model of reading disability that incorporates RTI with other common symptoms of reading disability.
Identifier: FSU_pmch_25422531 (IID), 10.1177/0731948714530967 (DOI), PMC4240020 (PMCID), 25422531 (RID), 25422531 (EID)
Keywords: RTI, Hybrid model, Identification, Reading disability
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Learning disability quarterly : journal of the Division for Children with Learning Disabilities.
Issue: iss. 3, vol. 37

Choose the citation style.
Spencer, M., Wagner, R. K., Schatschneider, C., Quinn, J., Lopez, D., & Petscher, Y. (2014). Incorporating RTI in a Hybrid Model of Reading Disability. Learning Disability Quarterly : Journal Of The Division For Children With Learning Disabilities. Retrieved from