Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

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…

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by…

Twenty special education teacher trainees and 20 special education cooperating teachers following the implementation of instructional lessons, estimated levels of children's performance. Chi-square analyses and tests on teachers' estimates suggested that, despite confidence in their own judgments, teachers tended to be inaccurate and to overrate…

Special education students (N=58) for whom teachers assessed baseline performance and set reading goals employing a standard format were assigned to goal ambitiousness groups. Teachers implemented students' goals, end-of-treatment goal mastery was determined, and pretest and posttest achievement scores were examined. Analyses revealed that…

This paper describes a continuous evaluation system, data-based program modification (DBPM), which has demonstrated technical adequacy, logistical feasibility, and instructional effectiveness. Use of DBPM is highlighted in a case study, and the DBPM software package that stores, summarizes, analyzes, and displays a graph of student performance…

The study assessed the efficiency of and teacher satisfaction with collection of student performance data by computers. The 20 special education teachers spent less time in measurement and evaluation and were more satisfied when data were collected by computers. However, students spent more time in measurement with computer data collection.…

The introduction to the special section introduces three papers and two commentaries originally presented at the 1989 Project Directors' Meeting of the Federal Office of Special Education Programs panel discussion focusing on the importance of individual differences and critical methodological and conceptual considerations. (DB)

The meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time based on 15 controlled studies with 16 effect sizes. No significant differences in student achievement were found between studies using six-cycle and studies using equal interval paper graphing…

A historical perspective of the role of school psychologists is outlined, including a discussion of recent developments that encourage a reconceptualization of school psychologists' traditional assessment activity. (Author/LMO)

Thirty special educators of 91 mildly and moderately handicapped students were randomly assigned to 1 of 2 curriculum-based measurement (CBM) groups or to control group. Found that use of CBM with both performance indicator and skills analysis resulted in more specific instructional changes and better student achievement than CBM with performance…

Reviews research on reading comprehension for students with learning disabilities focusing on studies on instruction to improve comprehension of narrative text and expository text. Discusses emerging issues in the field, including use of socially mediated strategies, teaching multiple strategies to students, and teaching specific strategies as…

In response to Kavale and Forness (EC 630 380), this article presents a differing view of science and politics in learning disabilities in which the importance of practical knowledge is stressed and the importance of scientific knowledge or "scientism" is diminished. Recommendations stress the need to hold practitioners accountable and to provide…

Curriculum-based measurement (CBM) is defined and described through a case study of a fourth-grade student. CBM is suggested as a system for monitoring goal appropriateness, adjusting instructional programs, and formulating instructional improvements. Potential contributions of CBM to special education practice are outlined, and areas of needed…

This response to a critique (EC 610 427) of the authors' article on curriculum-based assessment notes the use of an operational definition of "curriculum" in their original article and restates their concern that too many teachers believe that assessment is wedded to the specific materials of instruction. (DB)