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Inclusive Postsecondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature
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Orr, Ann C.; Hammig, Sara Bachman – Learning Disability Quarterly, 2009
One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although faculty are becoming more comfortable with providing students with learning disabilities accommodations as mandated by federal law, many instructors are using…
Descriptors: Federal Legislation, Learning Disabilities, Empathy, Teaching Methods
Early Identification--An Analysis of the Research.
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Mercer, Cecil D.; And Others – Learning Disability Quarterly, 1988
The research concerning three major types of measures designed to identify young children at risk of experiencing school problems is reviewed. Teacher perception, test batteries, and single instruments are discussed in terms of general considerations for use, advantages, and disadvantages. (Author/DB)
Descriptors: Developmental Disabilities, Early Identification, Evaluation Methods, Handicap Identification
Identifying Phonological Coding Problems in Disabled Readers: Naming, Counting, or Span Measures?
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Torgesen, Joseph K.; And Others – Learning Disability Quarterly, 1990
The article examines assessment of phonological coding skills (considered important in in acquiring early word-reading skills) in young children. Although tests of memory span for digits, words, or letters are most commonly used, a combination of tasks including naming-rate and articulation-rate tasks are suggested. (Author/DB)
Descriptors: Beginning Reading, Decoding (Reading), Diagnostic Tests, Elementary Education
Discrepancy and Severity in the Learning Disabled: A Consolidated Perspective.
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Weller, Carol – Learning Disability Quarterly, 1980
The paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. (Author/SBH)
Descriptors: Academic Achievement, Classification, Elementary Secondary Education, Evaluation Methods
A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework.
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Swanson, H. Lee – Learning Disability Quarterly, 1988
The information processing approach to the assessment of learning disabled students' intellectual performance includes decisions about: (1) relationship between hypothesis testing and overall performance, (2) the knowledge base for strategy development, (3) coordination of search strategies, (4) metacognition, and (5) problem solving strategies.…
Descriptors: Cognitive Processes, Cognitive Psychology, Elementary Secondary Education, Evaluation Methods
Objective Analysis of Achievement-Aptitude Discrepancies in LD Classification.
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Hanna, Gerald S.; And Others – Learning Disability Quarterly, 1979
The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)
Descriptors: Academic Achievement, Academic Aptitude, Children, Disability Identification
Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria
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Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L. – Learning Disability Quarterly, 2004
This article first describes two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. It then specifies two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from…
Descriptors: Identification, Problem Solving, Grade 1, Reading Difficulties
Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level.
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Simms, Rochelle B.; Crump, W. Donald – Learning Disability Quarterly, 1983
Syntactic development in the oral language of learning disabled and normal students at two intermediate and two secondary-school age levels was compared using two indices, the T-unit and the Syntactic Density Score. It was concluded that no single, sensitive, numerical index exists to quantify syntactic development. (SW)
Descriptors: Age Groups, Clinical Diagnosis, Comparative Analysis, Disability Identification