The Promise of Response to Intervention: Evaluating Current Science and Practice

"This book provides a research-based perspective that makes it unlike many other resources on RTI. Glover and Vaughn have brought together evidence-based chapters on what we know about effective interventions in reading and other areas. An important addition to the professional library of anyone serious about developing effective RTI initiatives."--Richard L. Allington, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee

"This is a rewarding resource for researchers and practitioners who need to know about effective intervention practices within RTI service delivery models. In concise, clear, and compelling writing, the contributors summarize characteristics of effective interventions for reading, writing, mathematics, and behavior. The chapters on reading are particularly strong, providing the information practitioners need to translate best-practices research data into useable classroom interventions."--Amanda VanDerHeyden, PhD, Education Research and Consulting, Fairhope, Alabama

"Glover and Vaughn have edited a volume that hits a sweet spot in the RTI literature. To date, most works on RTI either have addressed the evidence base or have focused on practice. But both are needed for complete understanding and successful field-based RTI implementation. This work provides a launching pad into the world of evidence-based RTI implementation in schools."--W. David Tilly III, PhD, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa

"This book is an integrative blend of research and practice on RTI. It nicely addresses the complex issues related to implementing different layers of RTI, reviewing actual school- and statewide approaches. The research base for evidence-based interventions in reading, writing, and math is covered. The book will be a valuable addition for practitioners working to implement RTI models, as well as for researchers and others interested in these innovative approaches to service delivery in schools."--Jack M. Fletcher, PhD, Department of Psychology, University of Houston

"Glover and Vaughn have edited a volume that hits a sweet spot in the RTI literature. To date, most works on RTI either have addressed the evidence base or have focused on practice. But both are needed for complete understanding and successful field-based RTI implementation. This work provides a launching pad into the world of evidence-based RTI implementation in schools."- W. David Tilly III, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa, USA

"This book provides a research-based perspective that makes it unlike many other resources on RTI. Glover and Vaughn have brought together evidence-based chapters on what we know about effective interventions in reading and other areas. An important addition to the professional library of anyone serious about developing effective RTI initiatives." - Richard L. Allington, Department of Theory and Practice in Teacher Education, University of Tennessee, USA

"This is a rewarding resource for researchers and practitioners who need to know about effective intervention practices within RTI service delivery models. In concise, clear, and compelling writing, the contributors summarize characteristics of effective interventions for reading, writing, mathematics, and behavior. The chapters on reading are particularly strong, providing the information practitioners need to translate best-practices research data into useable classroom interventions." - Amanda VanDerHeyden, Education Research and Consulting, Inc., Fairhope, Alabama, USA

"This book is an integrative blend of research and practice on RTI. It nicely addresses the complex issues related to implementing different layers of RTI, reviewing actual school- and statewide approaches. The research base for evidence-based interventions in reading, writing, and math is covered. The book will be a valuable addition for practitioners working to implement RTI models, as well as for researchers and others interested in these innovative approaches to service delivery in schools." - Jack M. Fletcher, Department of Psychology, University of Houston, USA

"This is one of the best books on the subject of Response to Intervention (RTI) published to date. [The Editors] have assembled chapters that are extremely well researched, and the invited contributors have synthesized enormous amounts of current research on the efficacy of RTI that will translate directly into practice....School psychological examiners and special education administrators will find the book an excellent resource as they attempt to incorporate RTI into their assessment systems." - J.D. Neal, Choice Reviews, Vol. 48, No. 5, January 2011

Todd A. Glover, PhD, is Research Assistant Professor at the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska–Lincoln. His research focuses on response to intervention (RTI), academic and behavioral interventions and assessments for students at risk, and methods for integrating empirical evidence and practice. Dr. Glover is the principal or co-principal investigator of several ongoing grant projects funded by the United States Department of Education’s Institute of Education Sciences and the Nebraska Department of Education, including a state RTI consortium, postdoctoral training program, and various research studies investigating service delivery and professional development for RTI.
Sharon Vaughn, PhD, is the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development and Executive Director of the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. She is the principal investigator or co-principal investigator of numerous research grants funded by the National Institute of Child Health and Human Development, the Institute of Education Sciences, and the Texas Education Agency.