This article presents the findings from a pilot study exploring the use of video as a self-reflection tool combined with high-quality, collaborative professional development (PD). Participants were in-service, upper-elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants…

"Reading Mastery" is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, "Reading Mastery" is available in two versions: (1) "Reading Mastery Classic" (for grades pre-K-2) aims to help beginning readers identify letter sounds,…

This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e)…

A procedure, employing a tachistoscope, is presented to enable teachers to identify the nature of arithmetic difficulties. (Author/SBH)

Students (N=147) referred for special education evaluation by curriculum-based and traditional methods were compared. Numbers referred through each method were similar. Academic achievement was almost the sole criterion in teacher referral and Ss referred through weekly achievement measurements were as likely as teacher referred Ss to demonstrate…

Discusses the need for change in assessment procedures for students with mild or moderate handicaps, and makes recommendations for change. Suggests that ongoing holistic assessment that interacts with instruction is a vehicle by which teachers can discover what their students really know and document their actual progress. (RS)

Grade equivalent scores and standard scores for 32 elementary learning disabled were compared and yielded significant correlations. Mean grade equivalent scores did, however, significantly differ for the two reading measures but not when standard scores were used. The two math indices yielded nonsignificant grade equivalent scores. (Author/CL)

To determine the generalizability of reading expectancy formulas in ascertaining mathematics expectancy levels, correlation coefficients were computed between the scores of 150 Ss (7 to 12 years old) with learning problems on standardized mathematics and reading tests and expectancy scores. Formulas correlated higher with Ss' actual mathematics…

The author describes an assessment model which applies a databased, criterion-referenced formative testing approach to define learning problems, determine teaching strategies, and evaluate progress in learning disabled students. Three case studies illustrate the procedures for implementing the approach. (SB)

Reviews two tests which highlight important trends in the assessment of learning disabilities, and presents potentially valuable, practical developments in assessment. Identifies the recurring problem of the lack of a theory, construct, or clear definition to guide the assessment of learning disabilities. (MG)

It was concluded that computed axial tomography of the brain is not a necessary screening procedure in the evaluation of the child with minimal brain dysfunction or learning disabilities unless there is evidence of a focal neurologic deficit. (Author)

This article addresses the use of curriculum-based measurement (CBM) techniques within regular education settings. Specific CBM decision-making strategies in the areas of mathematics operations are described. Successful application of these strategies in 40 elementary classes, each with at least 1 student with a learning disability, is also…

The effects of two components of formative evaluation (frequency of measurement and data utilization) were compared to isolate formative evaluation components which teachers might routinely use to monitor achievement in learning disabled students. Fifty-two learning disabled and educable mentally retarded elementary students enrolled in regular…

This study examined effects on 62 elementary students with learning disabilities undergoing triennial reevaluation of the change from the Wechsler Intelligence Scale for Children--Revised to the Wechsler Intelligence Scale for Children--Third Edition. Results indicate changes in the correlation with Woodcock-Johnson--Revised Tests of Achievement…