The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students ("N" = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for…

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as…

This study examined the effectiveness of an assessment and intervention study targeting prekindergarten children at risk for reading failure. Across 38 child care sites, 220 children were identified as "at risk" for reading failure due to their performance on a screening measure of early literacy skills and randomly assigned to receive…

This study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults reading between the third-and fifth-grade levels, including 127 men and 153 English speakers of other languages. Using measures of skills…

The paper argues that prevailing models of teaching in special education rely on a technical conception of teaching, whereas technical skills should play a subsidiary role in service to teachers' broader understanding of the meaning of education and to their creative skills in bringing about experiences rich in educational potential. (JDD)

The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensatory training technique for the reading disabled is described. (Author)

Several general models for program evaluation are described and criticized. The value of total program evaluation for making more scientifically-based decisions in programing is demonstrated, and agencies offering help in devising evaluation schemes for ongoing learning disabilities programs are recommended. (Author/KW)

The paper reviews research, largely inconclusive, on diagnostic-prescriptive teaching and proposes a model for use with learning disabled students using neuropsychological test data to infer relevant learner aptitudes. Studies are cited to support the validity of strength-matched teaching and the use of compensatory teaching with severe learning…

The article elucidates 14 principles drawn from the structuralist, constructivist, and holist literature and applies them to the teaching of learning disabled students. (Author/DB)

In response to two papers decrying reductionism and advocating holistic constructivism in models of learning disabilities, the article applauds trends toward a shifting paradigm in the field but warns against advocating any single approach as the only valid path to effective learning. (DB)

An overview of the historical development of educational therapy as a treatment model for individuals with exceptional needs is presented, and two major disciplines--the psychoeducational model and the mental health approach--are critiqued. A more comprehensive model of education is proposed. (Author/CL)

A model of the teaching-learning process to promote learning disabled students' mastery of basic academic skills is presented. The model considered psychological and social conditions of learning and reflects classroom environmental complexity. The central tenet of the model is that learning is a direct result of students' activities and pursuits.…

The paper describes an instructional material evaluation model that is based on R. Mager's approach to task analysis and may be applied to the selection of materials for learning disabled children. Procedures for listing specific objectives are reviewed, and steps for using the model to evaluate materials are presented. (SBH)

The article maintains that a reductionist fallacy in the four major models (medical, psychological, behavioral, and cognitive strategy) underlying services to learning disabled students explains the efficacy problems that have long plagued the field. (Author/DB)