Selected Presentations

    • Scanlon, D. M. (2013). Connecting the ELA CCSS in and across Instructional Contexts. Presentation for the New York State Reading Association Conference, Albany, NY, October 29, 2013.

    • Anderson, K. L. (2013). Strategic Word Learning and the Development of Sight Vocabulary. Presentation for the New York State Reading Association Conference, Albany, NY, October 29, 2013.

    • Scanlon, D. M. (2013). Strategic Word Solving: A Critical Component of the Interactive Strategies Approach (ISA). Presentation for the Wisconsin State Reading Association Annual Convention, Milwaukee, WI, February 7, 2013.

    • Anderson, K. L. (2012). The Interactive Strategies Approach (ISA) and Response to Intervention (RtI). Presentation for the New York State Reading Association Annual Convention, Liverpool, NY, October 30, 2012.

    • Scanlon, D. M. (2012). Considering the I in RTI. Presentation for the New England Reading Association Annual Convention, Nashua N.H., September 28, 2012.

    • Scanlon, D. M. (2012). Strategic Word Solving: A Critical Component of the Interactive Strategies Approach (ISA). Presentation for the Albany City Area Reading Council, Albany, NY, March 6, 2012.

    • Scanlon, D. M. (2012). Considering the I in RTI. Presentation for the New York State Council of School Superintendents' Winter Institue, Albany, NY, March 5, 2012.

    • Scanlon, D. M. (2011). Responsive Teaching and Response to Intervention: Considering the I in RTI. Presentation for the New York State Reading Association, Saratoga Springs, NY, April 3, 2011.

    • Scanlon, D. M. (2010). The Interactive Strategies Approach to Preventing and Remediating Reading Difficulties. Presentation for the Wisconsin State Reading Association, Milwaukee, WI, February 3, 2011.

    • Scanlon, D. M., Anderson, K. L. & Gelzheiser, L. M. (2010). Impact of professional development for teachers on children's early literacy development. Paper presented at the annual meeting of the Literacy Research Association, Forth Worth, Texas, December 1, 2010.

    • Anderson, K. L. Scanlon, D. M., Goatley, V. M., Gelzheiser, L. M., & Bryer, J. (2010). Impact of changes in literacy course content in teacher education programs on pre-service teachers’ knowledge. Paper presented at the annual meeting of the Literacy Research Association, Forth Worth, Texas, December 1, 2010.

Selected Publications

  • Gelzheiser, L.M., Scanlon, D., Vellutino, F., Hallgren-Flynn, L & Schatschneider, C. (in press).  Effects of the Interactive Strategies Approach-Extended:  A responsive and comprehensive intervention for intermediate grade struggling readers.  Elementary School Journal. 

  • Gresham. F.M, & Vellutino, F.R. (in press). What is the Role of Intelligence in the Identification of Specific Learning Disabilities? Issues and Clarifications. Learning Disabilities Research and Practice.
  • Vellutino, F.R. (in press). Learning to be learning disabled: Marie Clay’s Seminal Contribution to the Response to Intervention Approach to Identifying Specific Reading Disability. Journal of Reading Recovery.
  • Vellutino, F.R., & Schatschneider, C. (in press). Experimental and Quasi-experimental Designs in Literacy Research. In N. Duke & M. Mallett (Eds), Literacy Research Methods. (second edition). Guilford Press: New York, NY.
  • 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. Newark, DE: International Reading Association.
  • Gelzheiser, L.M., Scanlon, D.M., & Hallgren-Flynn, L. (2010). Spotlight on RTI for Adolescents: An Example of Intensive Middle School Intervention Using The Interactive Strategies Approach-Extended. In M. Y. Lipson and K. K. Wixson (Eds.), Successful Approaches to RTI: Collaborative Practices for Improving K-12 Literacy. Newark, DE: International Reading Association.
  • Scanlon, D.M. (2010). Response to intervention as an assessment approach. In A. McGill-Franzen and R. L. Allington (Eds.), The Handbook of Reading Disability Research, New York: Routledge.
  • 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.Newark, DE: International Reading Association.
  • Scanlon, D.M. & Anderson, K.L. (2010). Using the Interactive Strategies Approach to Preventing 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. Newark, DE: International Reading Association.
  • Scanlon, D.M., Gelzheiser, L.M., Vellutino, F.R., Schatschneider, C., & Sweeney, J.M. (2008). Reducing the incidence of early reading difficulties: Professional development for classroom teachers vs. direct interventions for children. Learning and Individual Differences, 18, 346-359.
  • Scanlon, D.M. & Sweeney, J.M. (2008). Response to Intervention: An Overview. Educator’s Voice, 1, 16-29.
  • 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.
  • Vellutino, F.R., & Zhang, H. (2008). Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention. Perspectives on Language-Learning and Education. American Speech-Language-Hearing Association, Division 1 Journal, 15(1), 22-33.
  • Vellutino, F.R., Scanlon, D.M., Small, S.G., Fanuele, D.P., & Sweeney, J. (2007). Preventing early reading difficulties through kindergarten and first grade intervention: A variant of the three-tier model. In D. Haager, S. Vaughn, and J. K. Klinger (Eds.), Validated Practices for Three Tiers of Reading Intervention. Paul H. Brookes Publishing Co.
  • Vellutino, F.R., Scanlon, D.M., Zhang, H. (2007). Identifying reading disability based on Response to Intervention: Evidence from early intervention research. In S.R. Jimerson, M.K. Burns, and A.M. VanDerheyden (Eds.) The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention. New York: Springer Science.
  • Vellutino, F.R., Tunmer, W.E., Jaccard, J.J., & Chen, R. (2007). Components of reading   ability:Multivariate evidence for a convergent skills model of reading  development. Scientific Studies of Reading, 11, 3-32.
  • Vellutino, F.R., Scanlon, D.M., Small, S.G., & Fanuele, D.P. (2006). Response to Intervention as a Vehicle for Distinguishing Between Reading Disabled and Non-Reading Disabled Children: Evidence for the Role of Kindergarten and First Grade Intervention. Journal of Learning Disabilities, 39(2), 157-169.
  • Gelzheiser, L. M. (2005). Maximizing student progress in one-to-one programs: Contributions of texts, volunteer experience, and student characteristics. Exceptionality, 13, 229-242.
  • Scanlon, D.M., Vellutino, F.R., Small, S.G., Fanuele, D.P., & Sweeney, 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., & Fletcher, J.M. (2005). Developmental Dyslexia. In M.J. Snowling, M.S., & C. Hulme (Eds.), The Science of Reading: A Handbook. (pp. 362-378). Blackwell : Oxford.
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the last four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.
  • Vellutino, F.R. & Scanlon, D.M. (2002) The interactive strategies approach to reading intervention, Contemporary Educational Psychology, 27, 573-635
  • Vellutino, F.R. & Scanlon, D.M. (2001). Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention. In S. Neuman and D. Dickson (Eds.) Handbook for research on early literacy.
  • Gelzheiser, L. M., & D’Angelo, C. (2000). Historical fiction and informational texts that support social studies standards. Language and Literacy Spectrum, 10, 26-39. 
  • 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
  • Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S (1998). The case for early intervention in diagnosing specific reading disability. Journal of School Psychology, 36, 367-397
  • Scanlon, D.M. & Vellutino, F.R (1997) A comparison of the instructional backgrounds and cognitive profiles of pooer, average, and good readers who were initially identified as at risk for reading failure. Scientific Studies of Reading, 1 (3), 191-215
  • Vellutino, F.R., Scanlon, D.M, Pratt, A., Chen, R. Dencklea, M.B. (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
  • Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues. (pp. 279-329). Baltimore, MD: Paul H. Brookes.

 

The World Within Reach

Donna Scanlon (CRSC) and Jim Butterworth (CASDA) prepare for a webinar on Response to Intervention. Representatives from more than three dozen schools participated in the live webinar event which was sponsored in collaboration with CASDA and the Greater Capital Area Teacher Center.