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Response to Intervention with Secondary School Students with Reading Difficulties
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Vaughn, Sharon; Fletcher, Jack M. – Journal of Learning Disabilities, 2012
The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities…
Descriptors: Evidence, Middle School Students, Reading Difficulties, Intervention
Toward a Resolution of Inconsistencies in the Phonological Deficit Theory of Reading Disorders: Phonological Reading Difficulties Are More Severe in High-IQ Poor Readers
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Johnston, Rhona S.; Morrison, Marjorie – Journal of Learning Disabilities, 2007
This study examined whether high-and low-IQ poor readers differed in patterns of reading performance. Ten-year-old poor readers with IQ scores of 110 and higher showed difficulty in taking a phonological approach to reading, failing to show an advantage in reading high-frequency regular versus irregular words and showing impaired nonword reading…
Descriptors: Reading Skills, Intelligence Quotient, Reading Difficulties, Phonology
Roles of Definitional and Assessment Models in the Identification of New or Second Language Learners of English for Special Education
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Barrera, Manuel – Journal of Learning Disabilities, 2006
This article examines the efficacy of current definitional perspectives on learning disabilities (LD) and related assessment models to support appropriate instructional and support services for learners of English with learning-related difficulties. A revised framework for defining LD and an associated assessment model, curriculum-based dynamic…
Descriptors: Program Effectiveness, Limited English Speaking, Learning Disabilities, Student Evaluation
The Social Construction of Ability and Disability: I. Profile Types of Latino Children Identified as Language Learning Disabled.
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Ruiz, Nadeen T. – Journal of Learning Disabilities, 1995
An ethnographic study of one elementary bilingual special education classroom found three profile types of students, ranging from severe language learning disabilities to normal abilities. Results show the inadequacy of the medical model and support a contextual performance view that acknowledges the role of instructional context in revealing the…
Descriptors: Ability Identification, Bilingual Education, Context Effect, Disability Identification