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Direct linkHendricks, Emma L.; Fuchs, Douglas – Journal of Learning Disabilities, 2020
Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor…
Descriptors: Individual Differences, Response to Intervention, Disability Identification, Students with Disabilities
Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S. – Journal of Learning Disabilities, 2016
The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In…
Descriptors: Adult Basic Education, Intervention, Phonological Awareness, Morphology (Languages)
Peer reviewedHearne, Dixon; Stone, Suki – Journal of Learning Disabilities, 1995
This article notes the failures of traditional deficit models of learning disabilities and considers, instead, possibilities of Howard Gardner's theory of multiple intelligences. It summarizes findings on talents of students labeled learning disabled, evidence of their abilities, implications of these for schools, and preliminary recommendations…
Descriptors: Educational Psychology, Elementary Secondary Education, Individual Differences, Intelligence
