Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Norm Referenced Tests | 2 |
| Reading | 2 |
| At Risk Students | 1 |
| Children | 1 |
| Comparative Analysis | 1 |
| Decoding (Reading) | 1 |
| Disability Identification | 1 |
| Elementary School Students | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Intelligence Quotient | 1 |
| More ▼ | |
Source
| Journal of Learning… | 2 |
Author
| Barquero, Laura A. | 1 |
| Bouton, Bobette | 1 |
| Cho, Eunsoo | 1 |
| Compton, Donald L. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Gilbert, Jennifer K. | 1 |
| Jenkins, Joseph R. | 1 |
| Shinn, Mark R. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkCompton, Donald L.; Gilbert, Jennifer K.; Jenkins, Joseph R.; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette – Journal of Learning Disabilities, 2012
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…
Descriptors: Reading Difficulties, Intervention, Norm Referenced Tests, Disability Identification
Peer reviewedShinn, Mark R.; And Others – Journal of Learning Disabilities, 1986
Results of the comparison of 34 learning disabled and 37 low achieving fifth grade students on curriculum based assessment of reading, spelling, and written expression found significant differences between the two groups suggesting that norm-referenced tests which find no differences may reflect an inefficient procedure for confirming teacher…
Descriptors: Learning Disabilities, Low Achievement, Norm Referenced Tests, Reading
