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• W1995781797 abstract "Reading Research QuarterlyVolume 41, Issue 1 p. 93-99 Introduction to response to intervention: What, why, and how valid is it? DOUGLAS FUCHS, DOUGLAS FUCHS Peabody College of Vanderbilt University Nashville Tennessee, USA Douglas Fuchs is Nicholas Hobbs Chair of Special Education and Human Development at Vanderbilt University, where he codirects the Vanderbilt-Kennedy Center Reading Clinic. His research focuses on issues of disability classification and reading instruction for struggling learners. He can be contacted at the Department of Special Education, Box 328 Peabody, Vanderbilt University, Nashville, TN 37203, USA, or by e-mail at doug.fuchs@vanderbilt.eduSearch for more papers by this authorLYNN S. FUCHS, LYNN S. FUCHS Peabody College of Vanderbilt University Nashville Tennessee, USA Lynn S. Fuchs is Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University. Her research focuses on the connection between classroom assessment and teachers' instructional planning as well as reading and mathematics disability. She can be contacted at 328 Peabody, Vanderbilt University, Nashville, TN 37203, USA, or by e-mail at lynn.fuchs@vanderbilt.eduSearch for more papers by this author DOUGLAS FUCHS, DOUGLAS FUCHS Peabody College of Vanderbilt University Nashville Tennessee, USA Douglas Fuchs is Nicholas Hobbs Chair of Special Education and Human Development at Vanderbilt University, where he codirects the Vanderbilt-Kennedy Center Reading Clinic. His research focuses on issues of disability classification and reading instruction for struggling learners. He can be contacted at the Department of Special Education, Box 328 Peabody, Vanderbilt University, Nashville, TN 37203, USA, or by e-mail at doug.fuchs@vanderbilt.eduSearch for more papers by this authorLYNN S. FUCHS, LYNN S. FUCHS Peabody College of Vanderbilt University Nashville Tennessee, USA Lynn S. Fuchs is Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University. Her research focuses on the connection between classroom assessment and teachers' instructional planning as well as reading and mathematics disability. She can be contacted at 328 Peabody, Vanderbilt University, Nashville, TN 37203, USA, or by e-mail at lynn.fuchs@vanderbilt.eduSearch for more papers by this author First published: 09 November 2011 https://doi.org/10.1598/RRQ.41.1.4Citations: 580 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume41, Issue1January/February/March 2006Pages 93-99 RelatedInformation" @default.
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