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Wagner, Richard K.; Zirps, Fotena A.; Edwards, Ashley A.; Wood, Sarah G.; Joyner, Rachel E.; Becker, Betsy J.; Liu, Guangyun; Beal, Bethany – Journal of Learning Disabilities, 2020
How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on…
Descriptors: Dyslexia, Incidence, Severity (of Disability), Reading Difficulties
Odegard, Timothy N.; Farris, Emily A.; Middleton, Anna E.; Oslund, Eric; Rimrodt-Frierson, Sheryl – Journal of Learning Disabilities, 2020
All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better…
Descriptors: Dyslexia, Screening Tests, Disability Identification, Incidence
Cavalli, Eddy; Colé, Pascale; Leloup, Gilles; Poracchia-George, Florence; Sprenger-Charolles, Liliane; El Ahmadi, Abdessadek – Journal of Learning Disabilities, 2018
Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the "Alouette" reading test to a normative sample…
Descriptors: Foreign Countries, Screening Tests, Disability Identification, Dyslexia
Morlini, Isabella; Stella, Giacomo; Scorza, Maristella – Journal of Learning Disabilities, 2015
Tools for assessing decoding skill in students attending elementary grades are of fundamental importance for guaranteeing an early identification of reading disabled students and reducing both the primary negative effects (on learning) and the secondary negative effects (on the development of the personality) of this disability. This article…
Descriptors: Decoding (Reading), Elementary School Students, Reading Rate, Accuracy
Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L. – Journal of Learning Disabilities, 2015
The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…
Descriptors: Prediction, Reading Difficulties, Reading Skills, Grade 4
Sideridis, Georgios; Padeliadu, Susana – Journal of Learning Disabilities, 2013
The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part…
Descriptors: Test Construction, Learning Disabilities, Disability Identification, Classification
Ikeda, Martin J. – Journal of Learning Disabilities, 2012
The Education for All Handicapped Children Act (EHCA) was legislated in 1975 in part to provide funding to states, parent centers, and research centers, for supporting access to public education for students with disabilities. In 1975, the intent of EHCA was to find children with disabilities and ensure that children were evaluated, identified,…
Descriptors: Public Education, Educational Practices, Educational Policy, Reader Response
Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, V. Joan; Hamlett, Carol L.; Lambert, Warren – Journal of Learning Disabilities, 2012
In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal…
Descriptors: Reading Comprehension, Reading Difficulties, Oral Language, Grade 5

Lindsay, G. A.; Wedell, K. – Journal of Learning Disabilities, 1982
The basic assumptions underlying the development of early identification procedures for at-risk children are reviewed. The effectiveness of screening measures designed to identify educationally "at-risk" children is critically examined. It is concluded that there is a general lack of evidence for the usefulness of such instruments. (Author)
Descriptors: Disability Identification, Early Childhood Education, Screening Tests, Test Validity

Simner, Marvin L. – Journal of Learning Disabilities, 1985
An abbreviated scoring system for the Goodenough-Harris Draw-A-Man Test found that three items had the same overall potential for correctly identifying at-risk kindergarteners as more time-consuming scoring methods. (CL)
Descriptors: Disability Identification, High Risk Persons, Kindergarten, School Readiness

Meade, Linda S.; And Others – Journal of Learning Disabilities, 1981
To examine the concurrent and construct validity of the Slingerland Screening Tests (SST) for Children with Specific Language Disability in the assessment of learning disabilities, 382 children in grades 1 through 4 were given both the SST and an IQ test. The SST errors were significantly negatively correlated with IQ scores. (Author)
Descriptors: Disability Identification, Elementary Education, Intelligence Tests, Learning Disabilities

Volger, George P.; And Others – Journal of Learning Disabilities, 1984
Self-reported reading ability of parents of 174 reading-disabled children and of 182 controls was used to estimate the probability that a child will become reading disabled. Using Bayesian inverse probability analysis, it was found that the risk for reading disability is increased substantially if either parent has had difficulty in learning to…
Descriptors: Disability Identification, Family Characteristics, High Risk Persons, Parents
Speece, Deborah L. – Journal of Learning Disabilities, 2005
Attention to growth may net more accurate screening results than have been apparent in the long history of early identification research. Instead of relying solely on measures administered at one time point, including a measure of children's growth or responsiveness may add an important dimension to the screening equation and provide a clearer…
Descriptors: Reading Difficulties, Early Intervention, Disability Identification, Screening Tests

Anderson, Julie; Murphy, Norman C. – Journal of Learning Disabilities, 1986
Following its administration to 215 students (117 classified as regular and 98 as learning disabled), the Junior-Senior High School Personality Questionnaire (HSPQ) was reported to be useful as a differentiating diagnostic instrument, and was recommended as a screening device and as a measure of continuing progress. (JW)
Descriptors: Counselors, Disability Identification, Educational Diagnosis, Learning Disabilities

Badian, Nathlie A. – Journal of Learning Disabilities, 1984
WPPS (Weschsler Preschool Primary Scale of Intelligence) and screening test scores of 72 children at risk for learning disability at age five were examined three years later. At follow-up there were 32 poor and 40 good readers. Both groups had average intelligence at age five and had received similar special help. (Author/CL)
Descriptors: Disability Identification, High Risk Persons, Intelligence Tests, Learning Disabilities
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