Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…

In this article, the authors present two models of intensive instruction for students with and without disabilities who are having difficulties with Response to Intervention (RTI) currently in practice (Tier 1: general instruction that all students receive in mainstream classrooms, and Tier 2: programs often involving small group instruction). The…

The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…

In this study, the authors explore a newly constructed dynamic assessment (DA) intended to tap inference-making skills that they hypothesize will be predictive of future comprehension performance. The authors administered the test to 100 second-grade children using a dynamic format to consider the concurrent validity of the measure. The dynamic…

During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on…

The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the…

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…

This critical discussion of current trends in special education examines the current inclusive schools movement and compares it to the regular education initiative (REI). After contrasting the two movements' respective advocates, goals, tactics, and understanding of and links to general education, the paper argues that the field's rhetoric has…

This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research. We believe these indicators can be used widely,…

This article compares the inclusive schools movement and the Regular Education Initiative in terms of advocates, goals, tactics, and understanding of and links to general education. The article finds that the inclusive schools movement has become increasingly strident, and its perspective has become increasingly insular and disassociated from…

This article describes recent efforts to develop a reading diagnostic analysis to be used in conjunction with curriculum-based measurement for informing teachers how to refocus their instruction to address individual needs. A detailed example with data charts and student reports shows application in one second grade class. (Contains references.)…

Provides background information on how curriculum-based measurement (CBM) was developed, how CBM integrates traditional and classroom-based observational approaches to assessment, and how CBM has been used. Describes an alternative framework for incorporating CBM into an identification process that focuses on treatment validity and student growth.…

Special education elementary students (N=271) were tested on three reading passages; six readability formulas were applied to the passages. Rank orderings of the passages based on readability formulas failed to agree with those based on students' actual performance. Implications for measuring students' reading proficiency and for selecting…

The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…