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Comparing Three Patterns of Strengths and Weaknesses Models for the Identification of Specific Learning Disabilities
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Miller, Daniel C.; Maricle, Denise E.; Jones, Alicia M. – Learning Disabilities: A Multidisciplinary Journal, 2016
Processing Strengths and Weaknesses (PSW) models have been proposed as a method for identifying specific learning disabilities. Three PSW models were examined for their ability to predict expert identified specific learning disabilities cases. The Dual Discrepancy/Consistency Model (DD/C; Flanagan, Ortiz, & Alfonso, 2013) as operationalized by…
Descriptors: Models, Comparative Analysis, Learning Disabilities, Disability Identification
New K-6 General Education Teachers' Perceptions of RtI Skills: A Case Study in A Suburban North Texas School District
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Roberson, Eura S. – ProQuest LLC, 2017
Response to Intervention (RtI) has been widely accepted by many school districts in the United States as an instructional method that can be used to consistently decrease learning gaps and ultimately enhance learning for all students. Though implementation of RtI as an instructional method has not been legally mandated, many school districts have…
Descriptors: Beginning Teachers, Elementary School Teachers, General Education, Regular and Special Education Relationship
Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language
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Berninger, Virginia W.; May, Maggie O'Malley – Journal of Learning Disabilities, 2011
Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic…
Descriptors: Letters (Correspondence), Written Language, Oral Language, Learning Disabilities
Identifying Key Factors in Implementing and Sustaining Response to Intervention: A Comparison of Schools Currently Implementing RtI
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Schwierjohn, Carrie Ann – ProQuest LLC, 2011
Since the reauthorization of IDEIA in 2004, school leaders across America have labored toward implementing a new process or model called Response to Intervention, in the hopes of lowering the high rates of students identified as Learning Disabled and increasing overall student achievement, by providing skilled interventions to struggling students.…
Descriptors: Response to Intervention, Learning Disabilities, Program Implementation, Barriers
What Is the Nature of the Principal's Leadership in Elementary Schools Where Response to Intervention Has Been Implemented?
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Roberts, Jennifer M. – ProQuest LLC, 2014
The revised Individuals with Disabilities Education Improvement Act (IDEA, 2004) has offered a change of practice regarding the identification of students with a learning disability. Under IDEA (2004) educators are encouraged to use Response to Intervention (RTI) as a method to determine eligibility for special education services. In an RTI…
Descriptors: Principals, Administrator Responsibility, Response to Intervention, Federal Legislation
Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation
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Benjamin, Elissa M. – ProQuest LLC, 2011
The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general…
Descriptors: Teacher Responsibility, General Education, Learning Disabilities, Educational Improvement