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Direct linkHunter, Drew; Boneshefski, Michael; Kovaleski, Joseph F.; Runge, Timothy J. – Learning Disability Quarterly, 2023
There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…
Descriptors: Learning Disabilities, Inclusion, Interdisciplinary Approach, Decision Making
Download full textSmith, R. Alex; Lembke, Erica S. – Learning Disability Quarterly, 2022
This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern…
Descriptors: English Language Learners, Language Proficiency, Language Tests, Curriculum Based Assessment
Fletcher, Jack M.; Francis, David J.; Foorman, Barbara R.; Schatschneider, Christopher – Learning Disability Quarterly, 2021
Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what…
Descriptors: Dyslexia, Disability Identification, Screening Tests, Item Response Theory
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
Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy – Learning Disability Quarterly, 2008
Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…
Descriptors: Learning Problems, Intervention, Learning Disabilities, At Risk Students
Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L. – Learning Disability Quarterly, 2004
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…
Descriptors: Identification, Problem Solving, Grade 1, Reading Difficulties
Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis; Protopapas, Athanassios – Learning Disability Quarterly, 2006
Attempts to evaluate the cognitive-motivational profiles of students with reading comprehension difficulties have been scarce. The purpose of the present study was twofold: (a) to assess the discriminatory validity of cognitive, motivational, affective, and psychopathological variables for identification of students with reading difficulties, and…
Descriptors: Reading Comprehension, Reading Difficulties, Low Achievement, Student Motivation
