Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification.

Speece, Deborah L.; Case, Lisa Pericola; Molloy, Dawn Eddy

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Peer reviewed

ERIC Number: EJ672968

Record Type: Journal

Publication Date: 2003

Pages: N/A

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ISSN: ISSN-0938-8982

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Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification.

Speece, Deborah L.; Case, Lisa Pericola; Molloy, Dawn Eddy

Learning Disabilities: Research & Practice, v18 n3 p147-56 Aug 2003

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 and required fewer services. (Contains references.) (CR)

Descriptors: Academic Failure, Classification, Definitions, Disability Identification, Early Intervention, Elementary Education, Eligibility, Evaluation Methods, High Risk Students, Learning Disabilities, Outcomes of Education, Prevention, Reading Difficulties, Remedial Instruction, Validity

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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