The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students ("N" = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for…

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…

The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities…

A learning disabilities program at the American Community School in Athens, Greece followed the procedures established by P.L. 94-142, the Education for All Handicapped Children Act. The 12 children (grades two through four) participating exhibited statistically significant growth in most academic and perceptual areas. The model was inexpensive as…

Specific self-determination skills have been identified as being related to the successful transition of students with learning disabilities to postsecondary education. This study developed and validated a model program which was effective in teaching secondary students the self-determination skills of self-advocacy and self-awareness. (DB)

The article raises questions about the resource room model as an educational delivery system for handicapped students. (Author)

The paper describes the Three Stage Transition Model of service delivery for postsecondary learning disabled students. Identified are activities colleges can implement to help a student (1) entering college, (2) managing the academic and social changes during college, and (3) exiting college to enter employment. (Author/DB)

This article notes the increasing emphasis on self-determination in the school-to-adulthood transition movement, describes four self-determination models, and outlines instructional programs to promote self-determination in students with learning disabilities. Emerging issues are identified, including redefinition of roles, importance of taking…

Described is Project APSE (Action Planning in Special Education), an alternative approach to special education teacher training in which graduate students plan a diagnostic and remedial program for children referred with possible learning disabilities within the school setting. (CL)

The paper questions whether the school consultation model which provides services to learning disabled students has a sound theoretical base. Included are an examination of 10 different models of consultation and their relationship to theory and a review of studies on facilitating the mainstreaming of learning disabled and other low achieving…

A comprehensive intervention model for learning disabled (LD) students is described in terms of curriculum aspects (tutorial approach, basic skills remediation approach, compensatory approach, and strategies approach), communication to coordinate all the individuals interacting with LD students, transition, and evaluation. (CL)

Several general models for program evaluation are described and criticized. The value of total program evaluation for making more scientifically-based decisions in programing is demonstrated, and agencies offering help in devising evaluation schemes for ongoing learning disabilities programs are recommended. (Author/KW)

Problems with applying the career education model to students with learning disabilities or any type of disability are noted and similarities in curriculum development theory are charted. The role of the resource room teacher in a career education model is noted. (CL)

The article calls attention to the fact that one of the ironies of P.L. 94-142 is the constraining effect of the regulations developed to implement the law. A combination resource room and self- contained class are described as one alternative to strict adherence to the Deno Cascade model. (Author)