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Direct linkCho, Eunsoo; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bouton, Bobette – Journal of Learning Disabilities, 2014
The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in…
Descriptors: Predictive Validity, Response to Intervention, Tutoring, Grade 1
Peer reviewedShinn, Mark; And Others – Journal of Learning Disabilities, 1982
Analyses indicated that the poorer performance of learning disabled students on the Woodcock-Johnson Tests of Cognitive Ability, as compared to their performance on the Wechsler Intelligence Scale for Children-Revised, can be explained in terms of the kinds of behaviors sampled in the Woodcock-Johnson battery. (Author)
Descriptors: Elementary Education, Learning Disabilities, Performance Tests, Psychoeducational Methods
