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Focusing Our View of Dyslexia through a Multifactorial Lens: A Commentary
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Compton, Donald L. – Learning Disability Quarterly, 2021
Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…
Descriptors: Dyslexia, Etiology, Disability Identification, Intervention
Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update
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Lam, Elizabeth A.; McMaster, Kristen L. – Learning Disability Quarterly, 2014
The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…
Descriptors: Predictor Variables, Early Intervention, Emergent Literacy, Longitudinal Studies
Teacher Biases in the Identification of Learning Disabilities: An Application of the Logistic Multilevel Model
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Sideridis, Georgios D.; Antoniou, Faye; Padeliadu, Susana – Learning Disability Quarterly, 2008
The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to…
Descriptors: Learning Disabilities, Identification, Elementary School Teachers, Secondary School Teachers
Discrepancy and Severity in the Learning Disabled: A Consolidated Perspective.
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Weller, Carol – Learning Disability Quarterly, 1980
The paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. (Author/SBH)
Descriptors: Academic Achievement, Classification, Elementary Secondary Education, Evaluation Methods
Lessons from Research on Dyslexia: Implications for a Classification System for Learning Disabilities.
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Padget, S. Yancey – Learning Disability Quarterly, 1998
Specific reading disability/dyslexia is examined as the one type of learning disability for which research results are consistent enough to suggest a model. The implications of this model are considered and three types of learning disabilities are discussed: specific language impairments, specific reading disability/dyslexia, and specific math…
Descriptors: Classification, Disability Identification, Dyslexia, Elementary Secondary Education
Classifying Children as LD: An Analysis of Current Practice in an Urban Setting.
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Tomasi, Susan F.; Weinberg, Sharon L. – Learning Disability Quarterly, 1999
This study examined the degree to which clinicians use various discrepancy models to identify a child as learning disabled by reviewing the case files of 105 urban (predominantly African-American) children who had been classified as LD and were receiving special education. Results suggested clinicians' decisions do not reflect recommended models…
Descriptors: Black Students, Classification, Clinical Diagnosis, Decision Making
Self-Organization and Learning Disabilities: A Theoretical Perspective for the Interpretation and Understanding of Dysfunction.
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Zera, David Aloyzy; Lucian, David G. – Learning Disability Quarterly, 2001
This article uses a self-organizing systems (SOS) framework to explain the complexity of learning disabilities (LD) and suggest that traditional classification schema may be inadequate. It explains principles of self-organizing systems and reviews research concerning reading and math disabilities and the roles of language, attention, working…
Descriptors: Attention, Classification, Elementary Secondary Education, Learning Disabilities