VOLUME 42 NUMBER 9 Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and Tier 2 Instructional Supports Scott K. Baker, Hank Fien, and Doris Luft Baker Schools implement Response to Intervention (Rtl) for two major purposes. The first is to provide a coordinated system of high-quality instruction and intervention for all stu- dents in the school (Burns & Vanderheyden, 2006; Haager, Klinger, & Vaughn, 2007; National Association of State Directors of Special Education, 2006). This system can be envisioned as a framework of effective instruction to prevent academic problems from occurring and effective interventions to address problems that do occur in a timely and appropriate manner. The system is integrated and coordinated to support all students to reach primary learning objectives (Fuchs, Fuchs, & Zumeta, 2008; Greenwood, Kra- tochwill, & Clements, 2008). The second purpose of Rtl is to diagnose specific learning disabilities (SLD) in students who do not respond adequately to instruction and interven- tion (O'Conner, 2007; Reynolds & Shaywitz, 2009; Torgesen, 1997, 2004). Strong empir- ical evidence supports the prevention and intervention purpose of Rtl (Baker et al., 2008; Gersten et al., 2009; Greenwood, Kratochwill, & Clements, 2008; Vaughn & Fuchs, 2006), but evidence for using Rtl for SLD determination is lacking (Fuchs, Mock, Morgan, & Young, 2003; Reynolds & Shaywitz, 2009). RTI PREVENTION AND INTERVENTION We contend that schools cannot validly implement Rtl for SLD determination unless they have first established a robust system of prevention and intervention. Once that sys- tem is firmly established in the school and evidence clearly demonstrates that the system is working effectively for students, then Rtl for SLD determination may be appropriate. This article addresses the purpose of Rtl as a comprehensive service delivery system designed to prevent academic problems, to detect problems that do occur early, and to intervene quickly to reduce the negative consequences of problems efficiently and effec- tively (Greenwood, Kratochwill, & Clements, 2008; Greenwood, Horner, & Kratochwill, 2008). To provide context for understanding both purposes of Rtl, a secondary purpose is to link multiple tiers of support to Rtl for SLD determination. Dr. Scott Baker is the Associate Director of the Center on Teaching and Learning at the University of Ore- gon and the Director of Pacific Institutes for Research. Dr. Fien and Dr. Doris Luft Baker are research associates at the Center on Teaching and Learning at the University of Oregon. Copyright © Love Publishing Company, 20 lO MAY 2010