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Falling Through the Cracks: Children Who Are Exceptions to the RTI Identification Process

Vanderbilt University
Nashville, TN

This article discusses late emerging reading disabilities (RD) and provides possible explanations for false negatives that occur in the RTI process. In addition to providing a theoretical framework for thinking about late emerging RD, the authors conclude with suggestions for speech-language pathologists to improve the early identification of children who are at risk for late emerging RD.