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The Critical Role of Instructional Response in Defining and Identifying Students with Dyslexia: A Case for Updating Existing Definitions
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Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher – Grantee Submission, 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of response to intervention in identifying students with dyslexia. We identify dyslexia as individuals with specific…
Descriptors: Dyslexia, Definitions, Revision (Written Composition), Multi Tiered Systems of Support
The Critical Role of Instructional Response in Defining and Identifying Students with Dyslexia: A Case for Updating Existing Definitions
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Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher – Annals of Dyslexia, 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific…
Descriptors: Dyslexia, Definitions, Revision (Written Composition), Multi Tiered Systems of Support
How to Use the Index of Productive Syntax to Select Goals and Monitor Progress in Preschool Children
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Roberts, Jenny A.; Altenberg, Evelyn P.; Ferrugio, Hannah R.; Rosenberg, Jenna E. – Language, Speech, and Hearing Services in Schools, 2022
Purpose: Syntax assessment and treatment is a major focus of speech-language pathologists who work with young children with language needs. The Index of Productive Syntax (IPSyn) provides an efficient method for the assessment of syntax of preschool-age children. The purpose of this tutorial is to illustrate how to hand-score an IPSyn from…
Descriptors: Measures (Individuals), Syntax, Goal Orientation, Progress Monitoring
Evaluation of the Feasibility and Perceived Value of Integrating "Learn the Signs. Act Early." Developmental Monitoring Resources in Early Head Start
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Abercrombie, Julia; Pann, James; Shin, Faith; Taylor, Elizabeth; Brisendine, Anne E.; Swanson-Holm, Rachell; James, Cristina; Viehweg, Stephan; Chödrön, Gail – Early Childhood Education Journal, 2022
Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early intervention services. Early childhood educators, particularly those in Early Head Start (EHS) programs, are important partners in the early identification of children with developmental delays.…
Descriptors: Developmental Delays, Disability Identification, Child Development, Early Intervention