Progress Monitoring & Response to Intervention


Barnett, D.W., Daly III, E.J., Jones, K.M., & Lentz, Jr. F.E. (2004). Response to intervention: Empirically based special service decisions for single-case designs of increasing and decreasing intensity. Journal of Special Education, 38, 66-79.

Denton, et al. (2011). An experimental study of scheduling and duration of “Tier 2” first-grade reading intervention. Journal of Research in Educational Effectiveness, 4, 208-230. 

Fuchs, D.F. et al. (2012). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities. 45, 217-231. 

Lui, K. (2009). RTI Assessment Rubric. Unpublished doctoral dissertation. University of Oregon

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