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Direct linkBarrett, Courtenay A.; Burns, Matthew K.; Maki, Kathrin E.; Clinkscales, Andryce; Hajovsky, Daniel B.; Spear, Shelbie E. – School Psychology, 2022
Despite decades of research, much is still unknown regarding how specific learning disability (SLD) identification decisions are made, particularly how language related to sociodemographic and psychosocial factors may impact decision-making. This study employed the Linguistic Inquiry and Word Count (LIWC) method to examine the language used in…
Descriptors: Learning Disabilities, Disability Identification, Language Usage, School Psychology
Diana Dawn Thill – ProQuest LLC, 2022
Fewer than half of students demonstrated proficiency on Michigan state-administered summative assessments at the end of third grade at a rural, Title I school in Michigan. The purpose of this quantitative study was to compare reading fluency gains between grade levels (i.e., kindergarten, first, and second grades) in an effort to better understand…
Descriptors: Achievement Gains, Response to Intervention, Kindergarten, Grade 1
Frigmanski, Tasha – ProQuest LLC, 2014
Response to Intervention (RTI) is traditionally known as an alternative to the IQ-discrepancy model used for the identification of students suspected of having a specific learning disability. The focus of the study is to examine the challenges of RTI implementation, finding the perceptions and beliefs of administrators regarding RTI and…
Descriptors: Response to Intervention, Learning Disabilities, Administrator Attitudes, Change Agents
Wilcox, Kathleen A.; Murakami-Ramalho, Elizabeth; Urick, Angela – Journal of Research in Reading, 2013
The purpose of this mixed methods research is to examine teachers' perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in-service teacher certification standards and developing similar batteries for assessing literacy…
Descriptors: Mixed Methods Research, Teacher Attitudes, Response to Intervention, Questionnaires
Muller, Eve – Project Forum, 2010
Response to Intervention (RTI), as a model for improving services to all students, has been a growing phenomenon since the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004. The National Association of State Directors of Special Education (NASDSE) defines RTI as "the practice of (1) providing high-quality…
Descriptors: Student Needs, Educational Needs, General Education, Learning Disabilities
