Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 4 |
Descriptor
| Disability Identification | 4 |
| Elementary School Students | 4 |
| Models | 4 |
| Grade 1 | 3 |
| Longitudinal Studies | 3 |
| Reading Fluency | 3 |
| Response to Intervention | 3 |
| Alphabets | 2 |
| Comparative Analysis | 2 |
| Demography | 2 |
| Emergent Literacy | 2 |
| More ▼ | |
Source
| Grantee Submission | 1 |
| Journal of Learning… | 1 |
| Learning Disability Quarterly | 1 |
| Scientific Studies of Reading | 1 |
Author
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
Education Level
| Elementary Education | 3 |
| Grade 1 | 3 |
| Early Childhood Education | 2 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
Audience
Location
| California | 2 |
| Florida | 2 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 4 |
| Peabody Picture Vocabulary… | 4 |
| Florida Comprehensive… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSchatschneider, Christopher; Wagner, Richard K.; Hart, Sara A.; Tighe, Elizabeth L. – Scientific Studies of Reading, 2016
The present study employed data simulation techniques to investigate the 1-year stability of alternative classification schemes for identifying children with reading disabilities. Classification schemes investigated include low performance, unexpected low performance, dual-discrepancy, and a rudimentary form of constellation model of reading…
Descriptors: Reading Difficulties, Learning Disabilities, At Risk Students, Disability Identification
Spencer, Mercedes; Wagner, Richard K.; Schatschneider, Christopher; Quinn, Jamie M.; Lopez, Danielle; Petscher, Yaacov – Learning Disability Quarterly, 2014
The present study seeks to evaluate a hybrid model of identification that incorporates response to instruction and intervention (RTI) as one of the key symptoms of reading disability. The 1-year stability of alternative operational definitions of reading disability was examined in a large-scale sample of students who were followed longitudinally…
Descriptors: Reading Difficulties, Response to Intervention, Models, Longitudinal Studies
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Download full textO'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Grantee Submission, 2014
In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
