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Legal and Definitional Issues Affecting the Identification and Education of Adults with Specific Learning Disabilities in Adult Education Programs
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Taymans, Juliana M. – Journal of Learning Disabilities, 2012
Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective…
Descriptors: Learning Disabilities, Adult Education, Adult Educators, Teaching Methods
Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome
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Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne; Sevcik, Rose A.; Steinbach, Karen A.; Frijters, Jan C.; Shapiro, Marla B. – Journal of Learning Disabilities, 2012
Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 x 2 x 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB +…
Descriptors: Reading Difficulties, Race, Socioeconomic Status, Intervention
A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities
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Tran, Loan; Sanchez, Tori; Arellano, Brenda; Swanson, H. Lee – Journal of Learning Disabilities, 2011
This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for…
Descriptors: Small Group Instruction, Reading Difficulties, Reading Achievement, Pretests Posttests
Development of Oral Reading Fluency in Children with Speech or Language Impairments: A Growth Curve Analysis
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Puranik, Cynthia S.; Petscher, Yaacov; Al Otaiba, Stephanie; Catts, Hugh W.; Lonigan, Christopher J. – Journal of Learning Disabilities, 2008
This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading…
Descriptors: Reading Fluency, Early Reading, Speech Impairments, Learning Disabilities
Teacher Involvement and Early Identification of Children with Learning Disabilities
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Schaer, Hildegard F.; Crump, W. Donald – Journal of Learning Disabilities, 1976
Reviewed are programs and research on the value of early identification and intervention with learning disabled children. (DB)
Descriptors: Exceptional Child Research, Identification, Intervention, Learning Disabilities
The Diagnosis of LD in English Learners: Is It Nondiscriminatory?
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Figueroa, Richard A.; Newsome, Patricia – Journal of Learning Disabilities, 2006
This study examined the operationalization of one of the key reforms initiated by the Education for All Handicapped Children Act of 1975 (U.S. Congress, 1975) and continued through the 2004 reauthorization of the Individuals with Disabilities Education Act (U.S. Congress, 2004)--namely, nondiscriminatory assessment. The original and current…
Descriptors: Program Effectiveness, English (Second Language), Second Language Learning, School Psychologists