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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
Megan Rojo; Sarah G. King; Jenna Gersib; Christian T. Doabler – Learning Disability Quarterly, 2025
Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…
Descriptors: Mathematics Instruction, Intervention, Direct Instruction, Models
Choo, Sam; Park, Sunhi; Nelson, Nancy J. – Learning Disability Quarterly, 2021
Science, Technology, Engineering, and Mathematics (STEM) education initiatives have placed pressure on teachers to bring technology tools into classroom, including three-dimensional (3D) printing. Yet, little research has examined what specific math skills are required for 3D printing technology. This article describes a follow-up analysis of…
Descriptors: Spatial Ability, Thinking Skills, Mathematics Instruction, Mathematics Skills
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
Sparks, Richard L.; Lovett, Benjamin J. – Learning Disability Quarterly, 2013
This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…
Descriptors: Learning Disabilities, College Students, Clinical Diagnosis, Criteria
Spencer, Mercedes; Wagner, Richard K.; Schatschneider, Christopher; Quinn, Jamie M.; Lopez, Danielle; Petscher, Yaacov – Learning Disability Quarterly, 2014
The present study seeks to evaluate a hybrid model of identification that incorporates response to instruction and intervention (RTI) as one of the key symptoms of reading disability. The 1-year stability of alternative operational definitions of reading disability was examined in a large-scale sample of students who were followed longitudinally…
Descriptors: Reading Difficulties, Response to Intervention, Models, Longitudinal Studies
Rueda, Robert – Learning Disability Quarterly, 2011
The intent of this volume was to address the following questions: What is considered acceptable knowledge about learning disabilities? Who decides? Where does knowledge come from? Who uses it and for what purposes? Who benefits? In their article, Artiles et al. (this issue) focus explicitly on the issue of culture and how it has served to impact…
Descriptors: Learning Theories, Learning Disabilities, Cultural Influences, Models
Valle, Jan W. – Learning Disability Quarterly, 2011
This article examines what we know about the experience of parents in the special education system--in particular, parents of children with learning disabilities since the passage of PL-94-142. Toward this end, I offer a review of special education literature about parent and professional collaboration, a rationale for relying upon a plurality of…
Descriptors: Learning Disabilities, Parents, Special Education, Federal Legislation
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
Jenkins, Joseph R.; Schiller, Ellen; Blackorby, Jose; Thayer, Sara Kalb; Tilly, W. David – Learning Disability Quarterly, 2013
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…
Descriptors: Disabilities, Individualized Instruction, Response to Intervention, Benchmarking
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 reviewedPodemski, Richard S.; Marsh, George E., II – Learning Disability Quarterly, 1981
The article describes a systems framework for assessing attitudes toward learning disabled students. Generalizations concerning the framework are drawn to assist researchers, school practitioners, and project directors in formulating research questions and analyzing data regarding the nature and effects of attitudes toward the learning disabled.…
Descriptors: Attitudes toward Disabilities, Learning Disabilities, Models, Systems Approach
Peer reviewedSpekman, Nancy J.; Roth, Froma P. – Learning Disability Quarterly, 1988
The paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three components: communicative intentions, presupposition, and the social organization of discourse. Resulting instructional guidelines and principles are offered. (Author/DB)
Descriptors: Communication Disorders, Communication Skills, Educational Methods, Intervention
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
Sideridis, Georgios D.; Antoniou, Faye; Padeliadu, Susana – Learning Disability Quarterly, 2008
The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to…
Descriptors: Learning Disabilities, Identification, Elementary School Teachers, Secondary School Teachers
