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Direct linkCompton, Donald L. – Learning Disability Quarterly, 2021
Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…
Descriptors: Dyslexia, Etiology, Disability Identification, Intervention
Woodward, John; Tzur, Ron – Learning Disability Quarterly, 2017
Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a…
Descriptors: Interdisciplinary Approach, Mathematics Education, Special Education, Student Characteristics
McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
Watson, Silvana M. R.; Gable, Robert A. – Learning Disability Quarterly, 2013
In this article, we provide an overview of current knowledge on the underlying cognitive deficits associated with mathematics learning disabilities (MLD). We highlight difficulties surrounding the identification of MLD that include inconsistency in defining MLD, comorbidity with other disabilities, problems associated with assessment tools and…
Descriptors: Mathematics Instruction, Learning Disabilities, Comorbidity, Mathematics Skills
Zirkel, Perry A. – Learning Disability Quarterly, 2013
This short article provides a legal analysis of the Hale et al. white paper on specific learning disabilities identification. The white paper presents a purported consensus of experts that an approach combining response to intervention with severe discrepancy is consistent with the Individuals With Disabilities Education Act (IDEA). The analysis…
Descriptors: Learning Disabilities, Response to Intervention, Disability Identification, Position Papers
McKenzie, Robert G. – Learning Disability Quarterly, 2009
The assessment procedures within Response to Intervention (RTI) models have begun to supplant the use of traditional, discrepancy-based frameworks for identifying students with specific learning disabilities (SLD). Many RTI proponents applaud this shift because of perceived shortcomings in utilizing discrepancy as an indicator of SLD. However,…
Descriptors: Intervention, Learning Disabilities, Error of Measurement, Psychometrics
Anastasiou, Dimitris; Polychronopoulou, Stavroula – Learning Disability Quarterly, 2009
The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6-18, was slightly higher than 1%. Compared to the corresponding percentages from the United States…
Descriptors: Learning Disabilities, Dyslexia, Disproportionate Representation, Foreign Countries
Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Speece, Deborah L. – Learning Disability Quarterly, 2002
This article examines a 1995 treatment validity model as a framework for identifying learning disabilities. This model: (1) examines both student performance and responsiveness to instruction; (2) delays special education referral until the effects of individual student adaptations in the regular classroom have been explored; and (3) verifies that…
Descriptors: Disability Identification, Elementary Secondary Education, Intervention, Learning Disabilities
Peer reviewedShepard, Lorrie A.; Smith, Mary Lee – Learning Disability Quarterly, 1983
The process whereby children are identified as learning disabled (LD) and the validity of subsequent educational placements were evaluated. A representative sample of 1,000 students were analyzed both quantitatively and qualitatively, and extensive questionnaires were administered to LD teachers, principals, and other professionals involved in LD…
Descriptors: Definitions, Diagnostic Tests, Disability Identification, Elementary Secondary Education
