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…

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…

Several studies have highlighted that children with reading comprehension difficulties also have problems in tasks that involve telling a story, in writing or verbally. The main differences identified regard poor comprehenders' lower level of coherence in their productions by comparison with good comprehenders. Only one study has compared poor and…

Adult literacy interventions often rely on models of reading validated with children or adult populations with a broad range of reading abilities. Such models do not fully satisfy the need for intervention research and development for adults with low literacy. Thus, the authors hypothesized that a model representing the relationship between…

Fifty-two children identified at ages 4 and 6 as having an expressive phonology disorder were followed to the third and fourth grades. Children with a phonology disorder along with other language problems performed more poorly than the others on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling.…