This article describes how actuarial methods can supplant discrepancy models and augment problem solving and Response to Intervention (RTI) efforts by guiding the process of identifying specific learning disabilities (SLD). Actuarial methods use routinized selection and execution of formulas derived from empirically established relationships to…

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that many questions about RTI remain unanswered, and that radical changes in the proposed regulations are not warranted at this time. Since many fundamental issues related to…

In this introductory article, a response-to-instruction approach to learning disabilities (LD) identification is discussed. An overview of the promise and potential pitfalls of such an approach is provided. Benefits include identification of students based on risk rather than deficit and early identification. Questions concern the integrity of the…

The number of students who are being identified as having a learning disability is rising at an alarming rate, creating concerns regarding misdiagnoses and overrepresentation of minority groups in special education. Response to Intervention (RtI) has emerged as a scientifically validated approach to delivering quality interventions early in a…

Despite the lack of empirical evidence, the term "foreign language learning disability" (FLLD) has become popular in the learning disabilities (LD) and foreign language literature. I contend that there is not a unique "disability" for foreign language learning and suggest instead that foreign language skills run along a continuum of very strong to…

The reauthorized Individuals with Disabilities Education Improvement Act of 2004 (P.L.108-446) (IDEA 2004) was signed into law on December 3, 2004, by President George W. Bush. IDEA 2004 includes provisions that could lead to significant changes in the way in which students with SLD are identified. In principle, responsiveness to intervention…

The major thrust of special education today lies in early identification and treatment aimed at returning the student as soon as possible to the main street of the educational program. This project focuses on kindergarten children. (Editor)

The article discusses different types of failure in mathematics and relates them to the problem of learning disability, and presents and examines specific data on the attainments and characteristics of learning disabled children. (DLS)

Responsiveness to intervention (RTI) is proposed as a valuable construct for schools because of its potential utility in providing appropriate learning experiences for all students as well as the early identification of students as being at risk for academic failure. RTI can be conceptualized as providing a framework for systemic reform directed…

This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…

This article describes the characteristics of college students with language learning disorders and other at-risk students who have difficulty learning a foreign language. Research which points to deficits in native language abilities and poor phonological processing skills as the cause of foreign-language learning problems is discussed. (Contains…

This discussion suggests ways to (1) improve parents' communication with their children; (2) provide students with the keys to freedom through self-discipline; (3) increase parents' involvement in their children's learning in the areas of reading, mathematics, science, social studies, creative arts, and health and physical education; (4) recognize…

Kindergarten teachers rated the progress of 303 kindergartners toward six academic objectives. Thirty-eight students who received unsatisfactory ratings were matched to 34 children with satisfactory ratings. Identified children had poorer academic achievement, phonological processes, and working memory, and more behavior problems. Follow-up at…

This article describes the problem-solving model (PSM) used in the Minneapolis Public Schools to guide decisions regarding intervention in general education, special education referral, and evaluation for special education eligibility for high-incidence disabilities. Program evaluation indicates students received special education services earlier…

Three studies investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions and found that the response-to-instruction model tested was valid. Results indicated that children at-risk (n=47) who received specially designed general education instruction had better outcomes…