Dynamic assessment refers to assessment that combines elements of instruction for the purpose of learning something about an individual that cannot be learned as easily or at all from conventional assessment. The origins of dynamic assessment can be traced to Thorndike (1924), Rey (1934), and Vygotsky (1962), who shared three basic assumptions.…

This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and…

This study investigated the extent to which children's knowledge about reading disabilities, preoccupation with their own reading disability, and anxiety predicted reading comprehension in fifth and sixth grade children with reading disabilities (N = 85). Participants provided rich and accurate information about reading disabilities and the…

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second…

Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have…

Educational therapy is an approach to alleviating a wide range of educationally related problems through consideration of the four foci: specific nature of academics, relationship between student and academics, relationship between therapist and student, and the triadic relationship of therapist, student, and academic work. (CL)

The article analyzes current practice of the special education school consultation process using such criteria as theory, knowledge base, program goals, and stages/steps of consultation. Recommendations include use of the "Seven Levels of Intensity of Intervention" framework to make instructional and placement decisions. (Author/DB)

This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium. Gerber's paper provides interesting perspectives regarding…

The article suggests that results of psychological assessment should be communicated to families of disabled children in a way that would combine understandable information with a family treatment plan. Case examples illustrate the use of feedback to alter cognition as well as family structure. (CL)

An overview of the historical development of educational therapy as a treatment model for individuals with exceptional needs is presented, and two major disciplines--the psychoeducational model and the mental health approach--are critiqued. A more comprehensive model of education is proposed. (Author/CL)

Discusses both the background and the current state of treatment of children with disabilities in Russia. Describes the theoretical basis of the modern Russian approach to disability, the current population's needs, and the existing system for referral and rehabilitation. Identifies merging trends and new perspectives on the Russian treatment of…

Focuses on the challenges educators have encountered in translating comprehension-strategies instruction research into workable, school-based interventions and, ultimately, into classroom practice. Research indicates teachers worry about the feasibility, fit, and scope of comprehension-strategies instruction. The need for technical and conceptual…