{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T22:01:31Z","timestamp":1788472891716,"version":"build-2803163510"},"reference-count":66,"publisher":"Springer Science and Business Media LLC","issue":"3","license":[{"start":{"date-parts":[[2024,3,25]],"date-time":"2024-03-25T00:00:00Z","timestamp":1711324800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"},{"start":{"date-parts":[[2024,3,25]],"date-time":"2024-03-25T00:00:00Z","timestamp":1711324800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"}],"funder":[{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["P50 HD052117"],"award-info":[{"award-number":["P50 HD052117"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100016395","name":"National Center for Special Education Research, Institute of Education Sciences","doi-asserted-by":"publisher","award":["R324A230138"],"award-info":[{"award-number":["R324A230138"]}],"id":[{"id":"10.13039\/100016395","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100016395","name":"National Center for Special Education Research, Institute of Education Sciences","doi-asserted-by":"publisher","award":["R324A200209"],"award-info":[{"award-number":["R324A200209"]}],"id":[{"id":"10.13039\/100016395","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2024,10]]},"DOI":"10.1007\/s11881-024-00303-0","type":"journal-article","created":{"date-parts":[[2024,3,25]],"date-time":"2024-03-25T16:02:00Z","timestamp":1711382520000},"page":"325-336","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":18,"title":["The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions"],"prefix":"10.1007","volume":"74","author":[{"given":"Sharon","family":"Vaughn","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0662-9497","authenticated-orcid":false,"given":"Jeremy","family":"Miciak","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nathan","family":"Clemens","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jack M.","family":"Fletcher","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2024,3,25]]},"reference":[{"key":"303_CR1","doi-asserted-by":"crossref","first-page":"414","DOI":"10.1177\/00222194060390050401","volume":"39","author":"S Al Otaiba","year":"2006","unstructured":"Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39, 414\u2013431.","journal-title":"Journal of Learning Disabilities"},{"key":"303_CR2","unstructured":"American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association."},{"key":"303_CR3","volume-title":"Evaluation of response to intervention practices for elementary school reading","author":"R Balu","year":"2015","unstructured":"Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J., & Gersten, R. (2015). Evaluation of response to intervention practices for elementary school reading. National Center for Educational Evaluation and Regional Assistance."},{"key":"303_CR4","doi-asserted-by":"crossref","first-page":"e83668","DOI":"10.1371\/journal.pone.0083668","volume":"9","author":"LA Barquero","year":"2014","unstructured":"Barquero, L. A., Davis, N., & Cutting, L. E. (2014). Neuroimaging of reading intervention: A systematic review and activation likelihood estimate meta-analysis. PLoS ONE, 9, e83668.","journal-title":"PLoS ONE"},{"issue":"3","key":"303_CR5","doi-asserted-by":"crossref","first-page":"296","DOI":"10.1016\/j.lindif.2008.04.004","volume":"18","author":"AE Barth","year":"2008","unstructured":"Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18(3), 296\u2013307.","journal-title":"Learning and Individual Differences"},{"key":"303_CR6","volume-title":"Identification of learning disabilities: Research to practice","year":"2002","unstructured":"Bradley, R., Danielson, L., & Hallahan, D. P. (Eds.). (2002). Identification of learning disabilities: Research to practice. Erlbaum."},{"key":"303_CR7","unstructured":"British Dyslexia Association. (2007). Definition of dyslexia. http:\/\/www.actiondyslexia.co.uk\/view-article\/Defining-Dyslexia"},{"key":"303_CR8","doi-asserted-by":"crossref","first-page":"296","DOI":"10.1177\/0022219410392048","volume":"44","author":"JS Brown Waesche","year":"2011","unstructured":"Brown Waesche, J. S., Schatschneider, C., Maner, J. K., Ahmed, Y., & Wagner, R. K. (2011). Examining agreement and longitudinal stability of reading disability using the affected- status agreement index. Journal of Learning Disabilities, 44, 296\u2013307.","journal-title":"Journal of Learning Disabilities"},{"issue":"5","key":"303_CR9","doi-asserted-by":"crossref","first-page":"393","DOI":"10.1016\/j.jsp.2005.09.003","volume":"43","author":"MK Burns","year":"2005","unstructured":"Burns, M. K., & Senesac, B. V. (2005). Comparison of dual discrepancy criteria to assess response to intervention. Journal of School Psychology, 43(5), 393\u2013406.","journal-title":"Journal of School Psychology"},{"key":"303_CR10","doi-asserted-by":"crossref","unstructured":"Catts, H. W., & Petscher, Y. (2022). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, 55(3), 171\u2013184","DOI":"10.1177\/00222194211037062"},{"key":"303_CR11","unstructured":"Cassidy B. (2019a). Cassidy criticizes academic integrity of NCIL dyslexia report created with department of education funds. https:\/\/www.cassidy.senate.gov\/newsroom\/press-releases\/cassidy-criticizes-academic-integrityof-ncil-report-created-with-department-of-education-funds"},{"key":"303_CR12","unstructured":"Cassidy B. (2019b). Cassidy urges full implementation of First Step Act dyslexia screening. https:\/\/www.cassidy.senate.gov\/newsroom\/press-releases\/cassidy-urges-full-implementation-of-first-step-actdyslexia-screening"},{"issue":"3","key":"303_CR13","doi-asserted-by":"crossref","first-page":"445","DOI":"10.1080\/02724980244000486","volume":"56A","author":"A Castles","year":"2003","unstructured":"Castles, A., Holmes, V. M., Neath, J., & Kinoshita, S. (2003). How does orthographic knowledge influence performance on phonological awareness tasks? The Quarterly Journal of Experimental Psychology, 56A(3), 445\u2013467.","journal-title":"The Quarterly Journal of Experimental Psychology"},{"key":"303_CR14","doi-asserted-by":"crossref","unstructured":"Coyne, M. D., Oldham, A., Dougherty, S. M., Leonard, K., Koriakin, T., Gage, N. A., ... & Gillis, M. (2018). Evaluating the effects of supplemental reading intervention within an MTSS or RTI reading reform initiative using a regression discontinuity design. Exceptional Children, 84(4), 350\u2013367.","DOI":"10.1177\/0014402918772791"},{"key":"303_CR15","volume-title":"The dyslexic child","author":"M Critchley","year":"1970","unstructured":"Critchley, M. (1970). The dyslexic child. Springfield, IL: Charles C Thomas."},{"key":"303_CR16","volume-title":"Reading in the brain","author":"S Dehaene","year":"2009","unstructured":"Dehaene, S. (2009). Reading in the brain. New York, NY: Viking."},{"key":"303_CR17","doi-asserted-by":"crossref","DOI":"10.1017\/9781009083140","volume-title":"The dyslexia debate- Revisited New York","author":"JG Elliott","year":"2024","unstructured":"Elliott, J. G., & Grigorenko, E. L. (2024). The dyslexia debate- Revisited New York. NY: Cambridge."},{"issue":"6","key":"303_CR18","doi-asserted-by":"crossref","first-page":"602","DOI":"10.1177\/0022219414521664","volume":"48","author":"H Fien","year":"2014","unstructured":"Fien, H., Smith, J., Smolkowksi, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2014). An examination of the efficacy of a multi-tiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602\u2013621.","journal-title":"Journal of Learning Disabilities"},{"issue":"7","key":"303_CR19","doi-asserted-by":"crossref","first-page":"807","DOI":"10.1002\/pits.20190","volume":"43","author":"DP Flanagan","year":"2006","unstructured":"Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Dynda, A. M. (2006). Integration of response to intervention and norm-referenced tests in learning disability identification: Learning from the Tower of Babel. Psychology in the Schools, 43(7), 807\u2013825.","journal-title":"Psychology in the Schools"},{"key":"303_CR20","doi-asserted-by":"crossref","first-page":"2","DOI":"10.1093\/arclin\/acw103","volume":"32","author":"JM Fletcher","year":"2017","unstructured":"Fletcher, J. M., & Miciak, J. (2017). Comprehensive cognitive assessments are not necessary for the identification and treatment of learning disabilities. Archives of Clinical Neuropsychology, 32, 2\u20137.","journal-title":"Archives of Clinical Neuropsychology"},{"issue":"1","key":"303_CR21","doi-asserted-by":"crossref","first-page":"53","DOI":"10.1177\/10731911231194992","volume":"31","author":"JM Fletcher","year":"2024","unstructured":"Fletcher, J. M., & Miciak, J. (2024). Assessment of specific learning disabilities and intellectual disabilities. Assessment, 31(1), 53\u201374.","journal-title":"Assessment"},{"key":"303_CR22","doi-asserted-by":"crossref","first-page":"2","DOI":"10.1080\/02796015.2011.12087725","volume":"40","author":"JM Fletcher","year":"2011","unstructured":"Fletcher, J. M., Stuebing, K. K., Barth, A. E., Denton, C. A., Cirino, P. T., Francis, D. J., & Vaughn, S. (2011). Cognitive correlates of inadequate response to intervention. School Psychology Review, 40, 2\u201322.","journal-title":"School Psychology Review"},{"issue":"1","key":"303_CR23","doi-asserted-by":"crossref","first-page":"74","DOI":"10.1097\/TLD.0000000000000004","volume":"34","author":"JM Fletcher","year":"2014","unstructured":"Fletcher, J. M., Stuebing, K. K., Barth, A. E., Miciak, J., Francis, D. J., & Denton, C. A. (2014). Agreement and coverage of indicators of response to intervention: A multi-method comparison and simulation. Topics in Language Disorders, 34(1), 74.","journal-title":"Topics in Language Disorders"},{"key":"303_CR24","volume-title":"Learning disabilities: From identification to intervention","author":"JM Fletcher","year":"2019","unstructured":"Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.","edition":"2"},{"key":"303_CR25","unstructured":"Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J..., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016\u20134008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http:\/\/whatworks.ed.gov."},{"issue":"2","key":"303_CR26","doi-asserted-by":"crossref","first-page":"98","DOI":"10.1177\/00222194050380020101","volume":"38","author":"DJ Francis","year":"2005","unstructured":"Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38(2), 98\u2013108.","journal-title":"Journal of Learning Disabilities"},{"issue":"2","key":"303_CR27","doi-asserted-by":"crossref","first-page":"129","DOI":"10.1111\/j.1540-5826.2007.00237.x","volume":"22","author":"D Fuchs","year":"2007","unstructured":"Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn\u2019t be afraid to ask). Learning Disabilities Research & Practice, 22(2), 129\u2013136.","journal-title":"Learning Disabilities Research & Practice"},{"key":"303_CR28","doi-asserted-by":"publisher","first-page":"255","DOI":"10.1177\/0014402917693580","volume":"83","author":"D Fuchs","year":"2017","unstructured":"Fuchs, D., & Fuchs, L. S. (2017). Critique of the National Evaluation of Responsiveness-To-Intervention: A case for simpler frameworks. Exceptional Children, 83, 255\u2013268. https:\/\/doi.org\/10.1177\/0014402917693580","journal-title":"Exceptional Children"},{"issue":"2","key":"303_CR29","doi-asserted-by":"crossref","first-page":"111","DOI":"10.1177\/0022219408326207","volume":"42","author":"EL Grigorenko","year":"2009","unstructured":"Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42(2), 111\u2013132.","journal-title":"Journal of Learning Disabilities"},{"key":"303_CR30","doi-asserted-by":"crossref","first-page":"37","DOI":"10.1037\/amp0000452","volume":"75","author":"EL Grigorenko","year":"2020","unstructured":"Grigorenko, E. L., Compton, D., Fuchs, L., Wagner, R., Willcutt, E., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75, 37\u201351.","journal-title":"American Psychologist"},{"key":"303_CR31","doi-asserted-by":"crossref","unstructured":"Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., ... & Dumont, R. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33(3), 223\u2013236.","DOI":"10.1177\/073194871003300310"},{"key":"303_CR32","doi-asserted-by":"crossref","unstructured":"Hall, M. S., & Burns, M. K. (2018). Meta-analysis of targeted small-group reading interventions. Journal of School Psychology, 66, 54\u201366.","DOI":"10.1016\/j.jsp.2017.11.002"},{"key":"303_CR33","unstructured":"Individuals with Disabilities Improvement Act of 2004, Pub. L. 108\u2013466. Federal register, Vol. 70, No. 118."},{"key":"303_CR34","unstructured":"Johnson, E., Mellard, D. F., Fuchs, D., & McKnight, M. (2006). Responsiveness to Intervention (RTI): How to Do It.[RTI Manual]. National Research Center on Learning Disabilities."},{"issue":"3","key":"303_CR35","doi-asserted-by":"crossref","first-page":"527","DOI":"10.1037\/0033-2909.112.3.527","volume":"112","author":"MT Kane","year":"1992","unstructured":"Kane, M. T. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3), 527.","journal-title":"Psychological Bulletin"},{"issue":"4","key":"303_CR36","doi-asserted-by":"crossref","first-page":"448","DOI":"10.1080\/02796015.2013.12087465","volume":"42","author":"M Kane","year":"2013","unstructured":"Kane, M. (2013). The argument-based approach to validation. School Psychology Review, 42(4), 448\u2013457.","journal-title":"School Psychology Review"},{"issue":"3","key":"303_CR37","doi-asserted-by":"crossref","first-page":"135","DOI":"10.2307\/25474644","volume":"31","author":"KA Kavale","year":"2008","unstructured":"Kavale, K. A., Kauffman, J. M., Bachmeier, R. J., & LeFever, G. B. (2008). Response-to-intervention: Separating the rhetoric of self-congratulation from the reality of specific learning disability identification. Learning Disability Quarterly, 31(3), 135\u2013150.","journal-title":"Learning Disability Quarterly"},{"issue":"4","key":"303_CR38","doi-asserted-by":"crossref","first-page":"342","DOI":"10.1002\/pits.21602","volume":"49","author":"MA Keller-Margulis","year":"2012","unstructured":"Keller-Margulis, M. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49(4), 342\u2013352.","journal-title":"Psychology in the Schools"},{"key":"303_CR39","first-page":"1","volume":"1","author":"SA Kirk","year":"1963","unstructured":"Kirk, S. A. (1963). Behavioral diagnosis and remediation of learning disabilities. Conference on Exploring Problems of the Perceptually Handicapped Child, 1, 1\u201323.","journal-title":"Conference on Exploring Problems of the Perceptually Handicapped Child"},{"key":"303_CR40","volume-title":"Speech: A special code","author":"AL Liberman","year":"1996","unstructured":"Liberman, A. L. (1996). Speech: A special code. MIT Press."},{"key":"303_CR41","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1007\/s11881-003-0001-9","volume":"53","author":"GR Lyon","year":"2003","unstructured":"Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1\u201314.","journal-title":"Annals of Dyslexia"},{"issue":"2","key":"303_CR42","doi-asserted-by":"crossref","first-page":"127","DOI":"10.1177\/002246698902300202","volume":"23","author":"GM Macmann","year":"1989","unstructured":"Macmann, G. M., Barnett, D. W., Lombard, T. J., Belton-Kocher, E., & Sharpe, M. N. (1989). On the actuarial classification of children: Fundamental studies of classification agreement. The Journal of Special Education, 23(2), 127\u2013149.","journal-title":"The Journal of Special Education"},{"key":"303_CR43","doi-asserted-by":"crossref","first-page":"148","DOI":"10.1598\/RRQ.40.2.2","volume":"40","author":"PG Mathes","year":"2005","unstructured":"Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). An evaluation of two reading interventions derived from diverse models. Reading Research Quarterly, 40, 148\u2013183.","journal-title":"Reading Research Quarterly"},{"issue":"3","key":"303_CR44","doi-asserted-by":"crossref","first-page":"159","DOI":"10.1177\/0731948715618504","volume":"39","author":"RJ McGill","year":"2016","unstructured":"McGill, R. J., Styck, K. M., Palomares, R. S., & Hass, M. R. (2016). Critical issues in specific learning disability identification: What we need to know about the PSW model. Learning Disability Quarterly, 39(3), 159\u2013170.","journal-title":"Learning Disability Quarterly"},{"issue":"5","key":"303_CR45","doi-asserted-by":"crossref","first-page":"343","DOI":"10.1177\/0022219420906801","volume":"53","author":"J Miciak","year":"2021","unstructured":"Miciak, J., & Fletcher, J. M. (2021). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 53(5), 343\u2013353.","journal-title":"Journal of Learning Disabilities"},{"key":"303_CR46","doi-asserted-by":"crossref","first-page":"21","DOI":"10.1037\/spq0000037","volume":"29","author":"J Miciak","year":"2014","unstructured":"Miciak, J., Fletcher, J. M., Stuebing, K. K., Vaughn, S., & Tolar, T. D. (2014a). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29, 21\u201337.","journal-title":"School Psychology Quarterly"},{"key":"303_CR47","doi-asserted-by":"crossref","first-page":"407","DOI":"10.1080\/02796015.2014.12087413","volume":"43","author":"J Miciak","year":"2014","unstructured":"Miciak, J., Stuebing, K. K., Vaughn, S., Roberts, G., Barth, A. E., & Fletcher, J. M. (2014b). Cognitive attributes of adequate and inadequate responders to reading intervention in middle school. School Psychology Review, 43, 407\u2013427.","journal-title":"School Psychology Review"},{"key":"303_CR48","doi-asserted-by":"crossref","first-page":"898","DOI":"10.1037\/edu0000096","volume":"108","author":"J Miciak","year":"2016","unstructured":"Miciak, J., Williams, J. L., Taylor, W. P., Cirino, P. T., Fletcher, J. M., & Vaughn, S. (2016). Do processing patterns of strengths and weaknesses predict differential treatment response? Journal of Educational Psychology, 108, 898\u20131011.","journal-title":"Journal of Educational Psychology"},{"key":"303_CR49","doi-asserted-by":"crossref","first-page":"212","DOI":"10.1037\/a0025823","volume":"121","author":"BF Pennington","year":"2012","unstructured":"Pennington, B. F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., Leopold, D. R., Samuelsson, S., Byrne, B., Willcutt, E. G., & Olson, R. K. (2012). Individual prediction of dyslexia by single versus multiple deficit models. Journal of Abnormal Psychology, 121, 212\u2013224.","journal-title":"Journal of Abnormal Psychology"},{"key":"303_CR50","doi-asserted-by":"crossref","first-page":"48","DOI":"10.1177\/00222194060390010501","volume":"39","author":"SA Petrill","year":"2006","unstructured":"Petrill, S. A., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Schatschneider, C. (2006). Reading skills in early readers: Genetic and shared environmental influences. Journal of Learning Disabilities, 39, 48\u201355.","journal-title":"Journal of Learning Disabilities"},{"key":"303_CR51","unstructured":"Petscher, Y., Fien, H., Stanley, C., Gearin, B., Gaab, N., Fletcher, J.M., & Johnson, E. (2019). Screening for dyslexia. Washington, DC: Office of Special Education Programs, National Center on Improving Literacy.\u00a0improvingliteracy.org"},{"issue":"2","key":"303_CR52","doi-asserted-by":"crossref","first-page":"130","DOI":"10.1037\/a0016158","volume":"24","author":"CR Reynolds","year":"2009","unstructured":"Reynolds, C. R., & Shaywitz, S. E. (2009). Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24(2), 130.","journal-title":"School Psychology Quarterly"},{"key":"303_CR53","unstructured":"Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. Accessed at http:\/\/www.thedyslexia-spldtrust.org.uk\/media\/downloads\/inline\/the-rose-report.1294933674.pdf"},{"issue":"2","key":"303_CR54","doi-asserted-by":"crossref","first-page":"115","DOI":"10.1207\/s1532799xssr0202_2","volume":"2","author":"HS Scarborough","year":"1998","unstructured":"Scarborough, H. S., Ehri, L. C., Olson, R. K., & Fowler, A. E. (1998). The fate of phonemic awareness beyond the elementary school years. Scientific Studies of Reading, 2(2), 115\u2013142.","journal-title":"Scientific Studies of Reading"},{"issue":"3","key":"303_CR55","doi-asserted-by":"crossref","first-page":"308","DOI":"10.1016\/j.lindif.2008.04.005","volume":"18","author":"C Schatschneider","year":"2008","unstructured":"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(3), 308\u2013315.","journal-title":"Learning and Individual Differences"},{"key":"303_CR56","volume-title":"Language at the speed of sight: How we read, why so many cannot, and what can be done about it","author":"M Seidenberg","year":"2017","unstructured":"Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many cannot, and what can be done about it. Basic Books."},{"issue":"4","key":"303_CR57","doi-asserted-by":"crossref","first-page":"549","DOI":"10.1086\/686249","volume":"116","author":"JLM Smith","year":"2016","unstructured":"Smith, J. L. M., Nelson, N. J., Smolkowski, K., Baker, S. K., Fien, H., & Kosty, D. (2016). Examining the efficacy of a multitiered intervention for at-risk readers in grade 1. Elementary School Journal, 116(4), 549\u2013573.","journal-title":"Elementary School Journal"},{"key":"303_CR58","doi-asserted-by":"crossref","first-page":"78","DOI":"10.1002\/(SICI)1099-0909(199706)3:2<78::AID-DYS71>3.0.CO;2-2","volume":"3","author":"FE Tonnessen","year":"1997","unstructured":"Tonnessen, F. E. (1997). How can we best define \u2018dyslexia\u2019? Dyslexia, 3, 78\u201392.","journal-title":"Dyslexia"},{"key":"303_CR59","first-page":"565","volume-title":"Identification of learning disabilities: Research to practice","author":"JK Torgesen","year":"2002","unstructured":"Torgesen, J. K. (2002). Empirical and theoretical support for direct diagnosis of learning disabilities by assessment of intrinsic processing weaknesses. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 565\u2013650). Erlbaum."},{"key":"303_CR60","doi-asserted-by":"crossref","unstructured":"Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of learning disabilities, 49(1), 77\u201396.","DOI":"10.1177\/0022219414528540"},{"issue":"2","key":"303_CR61","doi-asserted-by":"crossref","first-page":"225","DOI":"10.1016\/j.jsp.2006.11.004","volume":"45","author":"AM VanDerHeyden","year":"2007","unstructured":"VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45(2), 225\u2013256.","journal-title":"Journal of School Psychology"},{"key":"303_CR62","doi-asserted-by":"crossref","unstructured":"Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C., Barth, A., & Fletcher, J. (2012). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45(6), 515\u2013525.","DOI":"10.1177\/0022219411402692"},{"issue":"2","key":"303_CR63","doi-asserted-by":"crossref","first-page":"157","DOI":"10.1177\/00222194060390020401","volume":"39","author":"FR Vellutino","year":"2006","unstructured":"Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39(2), 157\u2013169.","journal-title":"Journal of Learning Disabilities"},{"issue":"3","key":"303_CR64","doi-asserted-by":"crossref","first-page":"296","DOI":"10.1177\/0022219410392048","volume":"44","author":"JSB Waesche","year":"2011","unstructured":"Waesche, J. S. B., Schatschneider, C., Maner, J. K., Ahmed, Y., & Wagner, R. K. (2011). Examining agreement and longitudinal stability among traditional and response-to-intervention-based definitions of reading disability using the affected-status agreement statistic. Journal of Learning Disabilities, 44(3), 296.","journal-title":"Journal of Learning Disabilities"},{"issue":"1","key":"303_CR65","doi-asserted-by":"crossref","first-page":"6","DOI":"10.1111\/j.1540-5826.2005.00115.x","volume":"20","author":"RK Wagner","year":"2005","unstructured":"Wagner, R. K., Francis, D. J., & Morris, R. D. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research & Practice, 20(1), 6\u201315.","journal-title":"Learning Disabilities Research & Practice"},{"issue":"2","key":"303_CR66","doi-asserted-by":"crossref","first-page":"126","DOI":"10.1177\/0022219407313426","volume":"41","author":"J Wanzek","year":"2008","unstructured":"Wanzek, J., & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41(2), 126\u2013142.","journal-title":"Journal of Learning Disabilities"}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-024-00303-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11881-024-00303-0\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-024-00303-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,9,20]],"date-time":"2024-09-20T00:07:13Z","timestamp":1726790833000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11881-024-00303-0"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,3,25]]},"references-count":66,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2024,10]]}},"alternative-id":["303"],"URL":"https:\/\/doi.org\/10.1007\/s11881-024-00303-0","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,3,25]]},"assertion":[{"value":"18 May 2023","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"26 January 2024","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"25 March 2024","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare no competing interests.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}}]}}