title: "Waiting to Fail" Redux: Understanding Inadequate Response to Intervention.
abstract: This introduction to the special issue provides an overview of the promise, but also the ongoing challenges, related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. We conclude by describing the articles in this special issue and considering their implications for future research.
authors.affiliation: Department of Teaching and Learning Annette Caldwell Simmons School of Education and Human Development Southern Methodist University PO Box 750455 Dallas, TX 75275-0455 salotaiba@smu.edu Cell 850-445-5805 Office fax 214-768-2171.
authors.forename: Stephanie
authors.initials: S
authors.lastname: Al Otaiba
authors.affiliation: Florida Center for Reading Research Department of Psychology, Room A205 Florida State University 1107 West Call Street PO BOX 3064301 Tallahassee, FL 32306-4301.
authors.forename: Richard K
authors.initials: RK
authors.lastname: Wagner
authors.affiliation: Reading, Writing, & Related Learning Disabilities Research Program Child Development & Behavior Branch Eunice Kennedy Shriver National Institute of Child Health and Human Development 6100 Executive Blvd., Suite 4B05 MSC 7510 Rockville, MD 20852-7510 millerbre@mail.nih.gov.
authors.forename: Brett
authors.initials: B
authors.lastname: Miller
keywords: Response to intervention; identification; prevention; reading disabilities