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.