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Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention
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Hunter, Drew; Boneshefski, Michael; Kovaleski, Joseph F.; Runge, Timothy J. – Learning Disability Quarterly, 2023
There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…
Descriptors: Learning Disabilities, Inclusion, Interdisciplinary Approach, Decision Making
Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes
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Brian Gearin; Yaacov Petscher; Christopher Stanley; Nancy J. Nelson; Hank Fien – Learning Disability Quarterly, 2022
Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and…
Descriptors: Dyslexia, Elementary Secondary Education, Educational Legislation, At Risk Students
Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?
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Maki, Kathrin E.; Adams, Sarah R. – Learning Disability Quarterly, 2020
Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores,…
Descriptors: Learning Disabilities, Disability Identification, Decision Making, Student Evaluation
Challenges Assessing the Conceptual Understanding of Students with Disabilities in Statistics
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Dahlstrom-Hakki, Ibrahim H.; Alstad, Zachary G. – Learning Disability Quarterly, 2019
Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with learning disability (LD), attention deficit hyperactivity disorder (ADHD), and autism spectrum…
Descriptors: Students with Disabilities, Statistics, Attention Deficit Hyperactivity Disorder, Learning Disabilities
A Multicomponent Measure of Writing Motivation with Basic College Writers
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MacArthur, Charles A.; Philippakos, Zoi A.; Graham, Steve – Learning Disability Quarterly, 2016
The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 133 students in 11 classes completed the motivation…
Descriptors: College Students, Writing Instruction, Student Motivation, Evaluation Methods