Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…

The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the…

Asserts that students learn more when teachers individually tailor student programs using curriculum-based measurement (CBM). Describes computer applications to CBM and provides examples of how the technology has been used. Provides an overview of the research conducted and examines its utility. Discusses implications for the field of special…

The paper examined empirical evidence (published through 1986) concerning the effectiveness of the Adaptive Learning Environments Model (ALEM), a multifaceted program designed to integrate handicapped pupils and remedial and compensatory education students in general education. Evaluation of three evaluative studies by the program's originators…

The meta analysis explored how measuring special education student progress toward long-term vs. short-term goals affects achievement outcomes. Results indicated that when progress toward long-term goals was measured, unbiased effect sizes were higher than on probelike outcomes; when progress toward short-term goals was measured, the reverse was…

This article proposes a dual-discrepancy approach to identifying children who do not respond to generally effective reading instruction. Curriculum based measurement is suggested as an effective tool for detecting dual discrepancies and an example is provided from an ongoing program of research that uses the dual-discrepancy approach to identify…

This article first describes two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. It then specifies two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from…

Provides background information on how curriculum-based measurement (CBM) was developed, how CBM integrates traditional and classroom-based observational approaches to assessment, and how CBM has been used. Describes an alternative framework for incorporating CBM into an identification process that focuses on treatment validity and student growth.…

A data-based approach is introduced as an alternative way to help teachers formulate decisions about the validity of test accommodations for students with learning disabilities. Three rationales for the approach are provided: an inadequate research base to guide decision-making, student heterogeneity, and problems with teacher's use of subjective…

This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…

This article reviews 15 research studies published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. Despite design problems, the review finds that cooperative learning strategies that incorporate individual accountability and group rewards are likely to…

Reviews the research on instructional adaptations in mathematics used by general educators with students having learning disabilities. After a summary of levels and types of instructional adaptation, the article reviews methods for extending adaptation strategies and studies of teachers' planning methods and associated learning outcomes for…