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Volume 39, Issue 2 (2010)

Thoughts on Rethinking Response to Intervention With Secondary Students

pp. 296—299

We appreciate the opportunity provided by the editor to respond to the commentary on our article (Fuchs, Fuchs, & Compton, 2010). We also appreciate the editorial team of School Psychology Review for selecting our article as a Featured Article within the journal (Vaughn, Cirino et al., 2010). We interpret this as an indication of the interest in response to intervention (RTI) broadly and particularly as it relates to understanding reading interventions for secondary students within an RTI framework. Our intention in this commentary is not to provide a rebuttal to the comments made by Fuchs et al. (2010)—because we agree fundamentally with their commentary. However, we want to clarify some of the essential issues related to RTI with secondary students and our understanding resulting from several years of conducting assessments and experimental studies within an RTI framework in middle schools (Denton et al., in press; Vaughn et al., 2008; Vaughn, Cirino et al., 2010, Vaughn et al., 2009).

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