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Download full textMellard, Daryl F.; Byrd, Sara E.; Johnson, Evelyn; Tollefson, Julie M.; Boesche, Liz – Learning Disability Quarterly, 2004
As regulations are rewritten regarding school-based learning disabilities identification practices, the components of those practices are likely to change. For example, cognitive assessment and aptitude-achievement discrepancy might be less important. A student's responsiveness-to-intervention (RTI) is emerging as an important construct for…
Descriptors: Underachievement, Learning Disabilities, Identification, Program Effectiveness
