Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Source
| Learning Disability Quarterly | 3 |
Author
| Cirino, Paul T. | 2 |
| Vaughn, Sharon | 2 |
| Ahmed, Yusra | 1 |
| Jerman, Olga | 1 |
| Linan-Thompson, Sylvia | 1 |
| Miciak, Jeremy | 1 |
| Reid, Erin | 1 |
| Reynolds, Chandra | 1 |
| Swanson, H. Lee | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 2 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
Audience
Location
| California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 1 |
| Wechsler Intelligence Scale… | 1 |
| Woodcock Diagnostic Reading… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMiciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon – Learning Disability Quarterly, 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of…
Descriptors: Executive Function, Response to Intervention, Identification, Reading Difficulties
Jerman, Olga; Reynolds, Chandra; Swanson, H. Lee – Learning Disability Quarterly, 2012
The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…
Descriptors: Reading Difficulties, Inhibition, Short Term Memory, Decoding (Reading)
Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon – Learning Disability Quarterly, 2007
Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…
Descriptors: Intervention, Reading Fluency, Second Language Learning, Criteria
