Today 195 countries exist in the world. The purpose of this review was to provide a global picture of the services and opportunities for individuals with dyslexia. The intent was not to provide an exhaustive review of each topic, but rather to provide examples of what is occurring in different countries around the world. Through an Internet…

Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because…

Purpose: The present study examined associations of 5 endophenotypes (i.e., measurable skills that are closely associated with speech sound disorders and are useful in detecting genetic influences on speech sound production), oral motor skills, phonological memory, phonological awareness, vocabulary, and speeded naming, with 3 clinical criteria…

Accurate identification of at-risk kindergarten and 1st-grade students through early reading screening is an essential element of responsiveness to intervention models of reading instruction. The authors consider predictive validity and classification accuracy of early reading screening assessments with attention to sensitivity and specificity.…

The use of early literacy screening measures helps determine which students are at risk for future reading difficulties. However, there has been some recent concern related to the classification validity of screening measures (Hintze, Ryan, & Stoner, 2003; Nelson, 2008). Low classification validity results in the identification of a large number…

Background: Auditory Processing Disorder (APD) does not feature in mainstream diagnostic classifications such as the "Diagnostic and Statistical Manual of Mental Disorders, 4th Edition" (DSM-IV), but is frequently diagnosed in the United States, Australia and New Zealand, and is becoming more frequently diagnosed in the United Kingdom. Aims: To…

The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…

The 10th International Conference on Educational Data Mining (EDM 2017) is held under the auspices of the International Educational Data Mining Society at the Optics Velley Kingdom Plaza Hotel, Wuhan, Hubei Province, in China. This years conference features two invited talks by: Dr. Jie Tang, Associate Professor with the Department of Computer…

Two classification procedures for identifying children with reading disabilities were compared, differing in their use of intelligence quotient (IQ). Results indicated that abandoning IQ in classification had a very limited impact on the number of children identified as reading disordered, but that use of IQ resulted in more high-IQ children being…

This article discusses research on the traditional use of the IQ-achievement discrepancy to define specific reading disability. It highlights results from a study which found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. (Contains references.)…

This article first describes two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. It then specifies two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from…

The performance of reading-disabled, math-disabled, slow-learning, under-achieving, and normal-achieving children (total n=143) was compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance testing conditions. Ability group classifications changed under dynamic testing conditions. The study demonstrated the…

This study of 1,657 children (ages 7-16) found that although children with dyslexia had higher intelligence quotient scores than poor readers, the 2 groups did not differ in performance on reading, spelling, phonological processing, or most language and memory tasks. The performance of both reading-disabled groups was significantly below that of…

Three studies investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions and found that the response-to-instruction model tested was valid. Results indicated that children at-risk (n=47) who received specially designed general education instruction had better outcomes…

Secondary education of students with learning and behavioral disabilities is an issue of great importance. Unlike elementary schools, secondary schools require substantially more independent functioning, assume the effective use of student planning and study skills, and often lack the classes in basic skills needed by some learners. Further, new…