Ladderly Research

The Research Behind Ladderly Learning

Ladderly’s work builds on the foundational research of leaders in MTSS, Response to Intervention (RTI), early literacy, assessment, and data-based decision making, including

  • Dr. Austin Buffum
  • Dr. Mike Mattos
  • Dr. Chris Weber
  • Dr. Douglas Fuchs
  • Dr. Lynn Fuchs
  • Dr. Amanda VanDerHeyden
  • Dr. Joseph Witt
  • Dr. Donna Gilbertson
  • Dr. Linnea Ehri
  • Dr. Joseph Torgesen
  • Dr. Stanley Deno
  • Dr. Mark Shinn
  • Dr. Pamela Stecker
  • Dr. Paul Black
  • Dr. Dylan Wiliam
  • Dr. John Hattie
  • Dr. Helen Timperley
  • Dr. Robert Marzano
  • Dr. Jennifer L. Hannigan
  • Dr. John Hannigan
  • Dr. Stephanie Stollar

Foundational MTSS & Response to Intervention

The MTSS and RTI framework is the backbone of Ladderly Learning. Research from leaders such as Douglas and Lynn Fuchs, Amanda VanDerHeyden, and colleagues demonstrates that when schools identify student needs early, provide increasingly targeted support, and use data to guide decisions, more students succeed and fewer require intensive intervention.

Key References

  • Buffum, A., Mattos, M., & Weber, C. (2018). Taking Action: A Handbook for RTI at Work™ (2nd ed.). Solution Tree Press.
  • Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It?
  • National Center on Response to Intervention. (2010). Essential Components of RTI.
  • VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A Multi-Year Evaluation of the Effects of a Response to Intervention Model.

Early Literacy & the Science of Reading

Strong literacy instruction begins with early identification and evidence-based teaching. Ladderly incorporates principles from the Science of Reading to help educators identify learning needs quickly, personalize instruction, and provide intervention before small gaps become significant barriers.

Key References

  • Ehri, L. C. (2020). The Science of Learning to Read Words.
  • National Reading Panel. (2000). Teaching Children to Read.
  • Torgesen, J. K. (2000). Individual Differences in Response to Early Interventions in Reading.
  • Torgesen, J. K. (2004). Preventing Early Reading Failure.

Assessment & Progress Monitoring

Assessment has its greatest impact when it informs instruction. Ladderly was designed to help educators move beyond collecting data to using it—tracking growth, adjusting instruction, and ensuring every student receives the support they need at the right time.

Key References

  • Deno, S. L. (1985). Curriculum-Based Measurement.
  • Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation.
  • Shinn, M. R. (2016). Curriculum-Based Measurement.
  • Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using Curriculum-Based Measurement to Improve Student Achievement.

Effective Teaching & Feedback

Research consistently shows that the quality of teaching has one of the greatest influences on student learning. Ladderly supports teachers by providing timely insights, actionable feedback, and instructional recommendations that strengthen classroom practice and improve student outcomes.

Key References

  • Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning.
  • Hattie, J. (2023). Visible Learning: The Sequel.
  • Hattie, J., & Timperley, H. (2007). The Power of Feedback.
  • Marzano, R. J. (2007). The Art and Science of Teaching.

From Research to Classroom Practice

Research only changes outcomes when it becomes everyday practice. The implementation work of Stephanie Stollar, John and Jennifer L. Hannigan, and Mike Mattos has influenced how Ladderly supports school teams, helping educators build sustainable MTSS systems that strengthen Tier 1 instruction, improve collaboration, and ensure every student receives the support they need.

Key References

  • Hannigan, J. L., & Hannigan, J. (2022). The MTSS Start-Up Guide.
  • Mattos, M., Buffum, A., & Weber, C. (2018). Taking Action: A Handbook for RTI at Work™.
  • Stollar, S. A. (2022). The Grammar of Instructional Coaching.

Looking Forward

Education continues to evolve, and so does Ladderly Learning. We remain committed to integrating emerging research, listening to educators, and continuously improving our platform so schools can make confident decisions that lead to better outcomes for every learner.

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