| Abstract: | The IDEA reauthorization of 2004 highlights the application of responsiveness to intervention (RTI) to both early intervention (EI) service delivery and learning disabilities (LD) identification practices, creating the potential for wide‐scale execution. Implementation of any educational reform necessitates more than simply changing practices: It is important to understand the foundation upon which the reform stands, as well as the questions yet unanswered by research. This review of literature, therefore, emphasizes what is known about RTI as well as what remains to be learned, beginning with foundational concepts—model iterations—and moving to applications—EI and LD identification. Ultimately, the complexities of the RTI construct, with its potential for systemic change, necessitate a partnership between researchers and practitioners to both implement and further investigate RTI on a wide scale. |
