CRSC Online Learning Center

References


ISA Research

  • Scanlon, D. M., Gelzheiser, L. M., Vellutino, F. R., Schatschneider, C., & Sweeny, J. M. (2008). Reducing the incidence of early reading difficulties: Professional development for classroom teachers versus direct interventions for children. Learning and Individual Differences, 18(3), 346–359.
  • Vellutino, F. R., Scanlon, D. M., Zhang, H., & Schatschneider, C. (2008). Using response to kindergarten and first-grade intervention to identify children at risk for long-term reading difficulties. Reading and Writing, 21, 437–480.
  • Scanlon, D. M., Vellutino, F. R., Small, S. G., Fanuele, D. P., & Sweeny, J. M. (2005). Severe reading difficulties—can they be prevented? A comparison of prevention and intervention approaches. Exceptionality, 13(4), 209–227.
  • Vellutino, F. R., & Scanlon, D. M. (2002). The interactive strategies approach to reading intervention. Contemporary Educational Psychology, 27(4), 573–635.
  • Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33(3), 223–238.
  • Scanlon, D. M., & Vellutino, F. R. (1997). A comparison of the instructional backgrounds and cognitive profiles of poor, average, and good readers who were initially identified as at risk for reading failure. Scientific Studies of Reading, 1(3), 191–215.
  • Scanlon, D. M., & Vellutino, F. R. (1996). Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study. Mental Retardation and Developmental Disabilities Research Reviews, 2, 54–63.
  • Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., et al. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601–638.

Books/Chapters Related to the ISA and RtI

  • Scanlon, D.M., Anderson, K.L., & Vellutino, F.R. (2013). The Interactive Strategies Approach to early literacy intervention. In D. M. Barone and M. H. Mallette (Eds.), Best Practices in Early Literacy Instruction. New York: Guilford.
  • Scanlon, D.M. (2011). Response to intervention as an assessment: The role of assessment and instruction. In A. McGill-Franzen and R.L. Allington (Eds.), The Handbook of Reading Disabilities Research, New York: Routledge.
  • Anderson, K. L. (2010). Spotlight on the Interactive Strategies Approach: The case of Roosevelt Elementary School. In M. Y. Lipson and K. K. Wixson (Eds.), Successful Approaches to RTI: Collaborative Practices for Improving K–12 Literacy (pp. 66–87). Newark, DE: International Reading Association.
  • Scanlon, D.M. & Anderson, K.L. (2010). Using the Interactive Strategies Approach to prevent reading difficulties in an RTI context. In M. Y. Lipson and K. K. Wixson (Eds.), Successful Approaches to RTI: Collaborative Practices for Improving K–12 Literacy (pp. 20–65). Newark, DE: International Reading Association.
  • Scanlon, D. M., Anderson, K. L., & Sweeney, J. M (2010). Early Intervention for Reading Difficulties: The Interactive Strategies Approach. New York: Guilford.
  • Scanlon, D. M. & Sweeney, J.M. (2010). Kindergarten intervention: Teaching to prevent reading difficulties. In P. Johnston (Ed.), RTI in Literacy: Responsive and Comprehensive (pp. 178–196). Newark, DE: International Reading Association.