The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities…

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

The purpose of the two studies reported in this article was to examine technical features of curriculum-based measures for beginning writers. In Study 1, 50 first graders responded to word copying, sentence copying, and story prompts. In Study 2, 50 additional first graders responded to letter, picture-word, picture-theme, and photo prompts. In…

This study investigated the extent to which children's knowledge about reading disabilities, preoccupation with their own reading disability, and anxiety predicted reading comprehension in fifth and sixth grade children with reading disabilities (N = 85). Participants provided rich and accurate information about reading disabilities and the…

This study examined concurrent and longitudinal relations for the "Get Ready to Read!" (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse…

The purpose of the study was to examine whether the Greek translation of the "Learning Disability Evaluation Scale" (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and…

Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have…

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…

Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated. Both measures were administered to 65 children (ages 6-7). Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading…

To better identify the auditory strengths of elementary school children, a test was developed using a pure tone approach with sets of signals. (SBH)

The concurrent validity of three types of reading ability assessments was evaluated with 312 Australian primary-level children. Results suggest that the nature of the skills required for success in reading changes in the primary years, and that both teacher-based and test-based assessments concur more closely as children progress through the…

The Learning Disability Index (LDI) was validated by an examination for mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum was found to measure Third Factor strengths/weaknesses as much as verbal-performance…

To identify classroom behaviors that differentiate primary-level students with learning disabilities (LD) from their nondisabled peers, two scales of 83 items each were devised and piloted. Two subscales and 18 individual items were found to discriminate students later classified as LD and those referred but not subsequently classified as LD.…

This article, which introduces six papers on the validity of distinguishing subgroups of children with language and learning disabilities based on discrepancies between academic attainment and intelligence test scores, comments on the papers' diversity in samples, measurement characteristics, and statistical approaches and outlines the studies'…

This study, involving 1,069 children (ages 9-14) referred for evaluation of learning disability, used 3 definitions of reading disability to provide criteria for 5 groups of children based on discrepancy between intelligence quotient (IQ) and academic achievement. Results question the validity of segregating children with reading deficiencies…