Bradley, R., Danielson, L., & Hallahan, D. (2002). Identification of learning disabilities:
Research to practice. Mahwah NJ: Erlbaum.
Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education.
Washington D.C.: National Academy Press.
Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., Shaywitz,
S. E., & Shaywitz, B. A. (2002). Classification of learning disabilities: An evidence-based
evaluation.
In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities:
Research to practice. Mahwah NJ: Erlbaum.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1990). The role of skills analysis in
curriculum- based measurement in math. School Psychology Review, 19, 6-22.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum-based
measurement and consultation on teacher planning and student achievement in mathematics
operations. American Educational Research Journal, 28, 617-641.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., & Bentz, J. (1994). Classwide curriculumbased measurement: Helping general educators meet the challenge of student diversity.
Exceptional Children, 60, 518-537.
Haager, D. (2007). Promises and cautions regarding using response to intervention with English
language learners. Learning Disabilities Quarterly, 30(3), 213-218.
Learning Disabilities Roundtable. (2002). Specific learning disabilities: Finding common ground.
Washington DC: U.S. Department of Education, Office of Special Education Programs, Office
of Innovation and Development.
Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for decision
making with high-incidence disabilities: The Minneapolis experience. Learning Disabilities
Research and Practice,18(3), 187-200.
National Association of School Psychologists. (2007). NASP position statement on identification
of students with specific learning disabilities. Bethesda, MD: NASP.
National Association of State Directors of Special Education. (2005). Making responsiveness to
intervention (RTI) work in schools. Alexandria, VA: National Association of State Directors of
Special Education.
Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests?
Construct validity of curriculum-based measures. School Psychology Review, 31, 498-513.
Tilly, W.D. (2002). School psychology as a problem solving enterprise. In A.
Thomas & J. Grimes (Eds.), Best practices in school psychology IV. Washington, D.C.: National
Association of School Psychologists.
Torgesen, J. K. (2007). Using an RTI model to guide early reading instruction: Effects on
identification rates for students with learning disabilities. Tallahassee, FL: Florida Center for
Reading Research/Florida State University.
VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multiyear evaluation of the effects
on an RTI model on identification of children for Special Education. Journal of School
Psychology, 45(2), 225-256.
Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to
instruction: The promise and potential problems. Learning Disabilities Research & Practice,
18(3), 137-146.