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Direct linkCompton, Donald L. – Learning Disability Quarterly, 2021
Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…
Descriptors: Dyslexia, Etiology, Disability Identification, Intervention
Zirkel, Perry A. – Learning Disability Quarterly, 2013
This short article provides a legal analysis of the Hale et al. white paper on specific learning disabilities identification. The white paper presents a purported consensus of experts that an approach combining response to intervention with severe discrepancy is consistent with the Individuals With Disabilities Education Act (IDEA). The analysis…
Descriptors: Learning Disabilities, Response to Intervention, Disability Identification, Position Papers
Bouck, Emily C.; Kulkarni, Gauri – Learning Disability Quarterly, 2009
Little is known about how best to teach mathematics to students with learning disabilities. This study explored the performance and self-reported calculator use of 13 sixth-grade and 15 seventh-grade students with learning disabilities educated in either standards-based or traditional mathematics curricula on multiple-choice and open-ended…
Descriptors: Mathematics Curriculum, Learning Disabilities, Calculators, Middle School Students
McKenzie, Robert G. – Learning Disability Quarterly, 2009
The assessment procedures within Response to Intervention (RTI) models have begun to supplant the use of traditional, discrepancy-based frameworks for identifying students with specific learning disabilities (SLD). Many RTI proponents applaud this shift because of perceived shortcomings in utilizing discrepancy as an indicator of SLD. However,…
Descriptors: Intervention, Learning Disabilities, Error of Measurement, Psychometrics
Santi, Kristi L.; York, Mary; Foorman, Barbara R.; Francis, David J. – Learning Disability Quarterly, 2009
Under the accountability provisions of the No Child Left Behind legislation, screening for reading risk has become routine in kindergarten. The objective of this study was to examine the effects of the timing of kindergarten assessment and the type of support provided to teachers to translate assessment results to instruction. Sixty-two schools…
Descriptors: Mentors, Student Evaluation, Early Reading, Federal Legislation
Sideridis, Georgios D.; Antoniou, Faye; Padeliadu, Susana – Learning Disability Quarterly, 2008
The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to…
Descriptors: Learning Disabilities, Identification, Elementary School Teachers, Secondary School Teachers
Swanson, Elizabeth A. – Learning Disability Quarterly, 2008
This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low…
Descriptors: Phonics, Observation, Learning Disabilities, Reading Instruction
Scheuermann, Amy M.; Deshler, Donald D.; Schumaker, Jean B. – Learning Disability Quarterly, 2009
This study determined the effects of the Explicit Inquiry Routine (EIR), a teaching routine, on the math performance of 14 middle-school students with math learning disabilities. The routine integrates validated mathematical teaching practices from general education (inquiry, dialogue) and special education (intensive, explicit instruction) to…
Descriptors: Learning Disabilities, Statistical Analysis, Word Problems (Mathematics), Teaching Methods
Haager, Diane – Learning Disability Quarterly, 2007
This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes…
Descriptors: Intervention, Learning Disabilities, Second Language Learning, Reading Instruction
Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
Berninger, Virginia W.; Abbott, Robert D.; Augsburger, Amy; Garcia, Noelia – Learning Disability Quarterly, 2009
Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting,…
Descriptors: Sentences, Spelling, Handwriting, Learning Disabilities
Coyne, Michael D.; McCoach, D. Betsy; Kapp, Sharon – Learning Disability Quarterly, 2007
The purpose of the two studies reported in this article was to evaluate the effectiveness of extended vocabulary instruction during storybook reading with kindergarten students within a small-group intervention setting. Extended vocabulary instruction is characterized by explicit teaching that includes both contextual and definitional information,…
Descriptors: Intervention, Vocabulary Development, High Risk Students, Kindergarten
Download full textLloyd, John Wills; Hallahan, Daniel P. – Learning Disability Quarterly, 2005
In this article, the authors discuss how the field of learning disabilities has a past that it will never escape, but it has a future that, if it is predicated on the better parts of its past, will allow the field to continue to contribute to education, including education of students who do not have learning disabilities. Research generated under…
Descriptors: Teaching Methods, Educational Research, Learning Disabilities, Special Education
Peer reviewedPugach, Marleen; Whitten, M. Elizabeth – Learning Disability Quarterly, 1987
A national survey of the methodological content of 87 large teacher-education programs in learning disabilities/mild handicaps indicated that the dominant methodologies are largely the same as those commonly included in general teacher education. Within given courses, methodologies proven both effective and ineffective are stressed. (Author/VW)
Descriptors: Instructional Effectiveness, Learning Disabilities, Mild Disabilities, Teacher Education Programs
Peer reviewedDarch, Craig; Kameenui, Edward J. – Learning Disability Quarterly, 1987
The effectiveness of two approaches (direct instruction and discussion/workbook) to teaching 25 elementary level learning disabled students three critical reading skills (argument analysis, embedded argument analysis, skill classification) was evaluated. Subjects in the direct instruction group were found to significantly outperform subjects in…
Descriptors: Discussion (Teaching Technique), Elementary Education, Instructional Effectiveness, Learning Disabilities
