This document provides a list of references and readings related to Response to Intervention (RTI) for a summer institute on the topic. It includes over 30 sources such as books, journal articles, and web pages that cover various aspects of RTI including frameworks, instructional models, assessment, teacher professional development, and cultural considerations. The references were published between 1998-2011 and come from a variety of academic publishers and organizations like the International Reading Association.

1. Literacy Success for All Students: Possibilities and Possible Pitfalls of
RTI by Marjorie Y. Lipson1
References and Readings for
PSY Summer Institute on RTI, June, 2011
Allington, R. L., & Johnston, P. H. (Eds.). (2002). Reading to learn: Lessons from
exemplary 4th grade classrooms. New York: Guilford.
Bembry, K. L., Jordan, H., Gomez, E., Anderson, M., & Mendro, R. L. (1998, April).
Policy implications of long-term teacher effects on student achievement. Paper presented
at the Annual Meeting of the American Educational Research Association, San Diego,
CA.
Dorn, L.J., & Soffos, C. (2011). Interventions that work: A comprehensive
intervention model for preventing reading failure in grades K-3. Boston: Allyn & Bacon.
Ehren, B. J., Ehren, T. C. & Proly, J. L. (2009). Response to Intervention: An action
guide for school leaders. Alexandria, VA: Educational Research Service.
International Reading Association (2010). RTI Guiding Principles. Retrieve at:
http://www.reading.org/Libraries/Resources/RTI_brochure_web.sflb.ashx.
Jenkins, J. R., Graff, J. J., & Miglioretti, D. L. (2009). Estimating reading growth
using intermittent CBM progress monitoring. Exceptional Children, 75, 151-163.
Klingner, J. K, & Edwards, P. A. (2008). Cultural considerations with Response to
Intervention models. Reading Research Quarterly, 41, 104-117.
Lipson, M. Y. (2007). Teaching reading beyond the primary grades. NY:
Scholastic.
Lipson, M. Y., & Wixson, K. K. (Eds.) (2010). Approaches to Response to
Intervention (RTI): Evidence-based frameworks for preventing reading difficulties.
Newark, DE: International Reading Association.
Lipson, M.Y., & Wixson, K.K. (2009). Assessment and instruction of reading and
writing difficulties. NY: Pearson.
Lose, M. K. (2007). A child’s response to intervention require a responsive teacher
of reading. The Reading Teacher, 61, 276-279.
Massachusetts Department of Elementary and Secondary Education (2009). Tiered
Instruction Document. Retrieved March 15, 2011 from
http://www.doe.mass.edu/sda/framework/level4/TieredInstruction.doc
Massachusetts Department of Elementary and Secondary Education (2010, Draft).
Self-Assessment Rubric: Developing a System of Tiered Instruction. Retrieved March
25, 2011 from http://www.doe.mass.edu/sda/framework/level4/TieredInstruction.doc
Mesmer, E. M., & Mesmer, H. A. (2008). Response to intervention (RTI): What
teachers of reading need to know. The Reading Teacher, 62, 280-290).
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher
effects? Educational Evaluation and Policy Analysis, 26 (3), 237-257.
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Sponsored by Houghton Mifflin Harcourt

2. Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-century
status report. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-
based best practices (pp. 11–27). New York: Guilford.
Torgesen, J. K. (2009). The response to intervention instructional model: Some
outcomes from a large-scale implementation in Reading First schools. Child
Development Perspectives, 3 (1), 38-40.
Scanlon, D. M., et al. (2008). Reducing the incidence of early reading difficulties:
Professional development for classroom teachers versus direct interventions for children.
Learning & Individual Differences, 18(3), 346- 359.
Scanlon, D.M., Anderson, K. L., & Sweeney. J. M. (2010). Early intervention for
reading difficulties: The Interactive Strategies Approach. NY: Guilford.
Schatschneider, C., Wagner, R.K., & Crawford, E.C. (2008). The importance of
measuring growth in response to intervention models: Testing a core assumption.
Learning and Individual Differences 18, 308-315.
Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitx, L. (2000). Reading for
Understanding: A Guide to Improving Reading in Middle and High School Classrooms.
NY: Jossey-Bass.
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based
measurement to improve student achievement: Review of research. Psychology in the
Schools, 42(8), 795-819.
Valencia, S.W., & Buly, M.R. (2004). Behind test scores: What struggling readers
really need. The Reading Teacher, 57(6): pp. 520-531.
Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H.
(2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential
validity. Reading Research Quarterly, 45(3), 270–29.
Walker-Dalhouse, D., & Risko, V. J., with others (2009). Crossing boundaries and
initiating conversations about RTI: Understanding and applying differentiated classroom
instruction. The Reading Teacher, 63, 84-87.
Wixson, K. K., & Lipson, M. Y. (1991). Perspectives on reading disability research.
In P. D. Pearson (Ed.), Handbook of Reading Research, vol. 2 (pp. 539-570). NY:
Longman.