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Obscuring Vital Distinctions: The Oversimplification of Learning Disabilities within RTI
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McKenzie, Robert G. – Learning Disability Quarterly, 2009
The assessment procedures within Response to Intervention (RTI) models have begun to supplant the use of traditional, discrepancy-based frameworks for identifying students with specific learning disabilities (SLD). Many RTI proponents applaud this shift because of perceived shortcomings in utilizing discrepancy as an indicator of SLD. However,…
Descriptors: Intervention, Learning Disabilities, Error of Measurement, Psychometrics
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
Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification
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Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
Ecological Assessment: Implications for Teachers of Learning Disabled Students.
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Heron, Timothy E.; Heward, William L. – Learning Disability Quarterly, 1982
The paper discusses the rationale for conducting an ecological assessment of learning disabled students, a model for conceptualizing ecological asessment data, factors affecting student performance, sources of ecological assessment data, and implications of such data for the teacher of learning disabled students. (Author/CL)
Descriptors: Classroom Environment, Elementary Secondary Education, Evaluation Methods, Learning Disabilities
A Framework for Comprehensive Evaluation of the Individualized Education Program (IEP).
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Maher, Charles A.; Barbrack, Christopher R. – Learning Disability Quarterly, 1980
In using the framework, the two main administrative problems encountered are reporting the evaluation to the decision makers and the feasibility of conducting an IEP evaluation. (Author/PHR)
Descriptors: Disabilities, Elementary Secondary Education, Evaluation Methods, Individualized Education Programs
Early Identification-An Analysis of the Research.
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Mercer, Cecil D.; And Others – Learning Disability Quarterly, 1979
Teacher perception, test batteries, and single instruments are presented as the major types of procedures for predicting which preschool children are at risk for experiencing school problems. (SBH)
Descriptors: Early Childhood Education, Evaluation Methods, Identification, Learning Disabilities
Ecological Assessment and Intervention for Learning Disabled Students
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Hardin, Veralee B. – Learning Disability Quarterly, 1978
Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The article describes an "ecological" or "total" model for the assessment of learning disabled children and youth which considers the interaction of all relevant factors, including deficits or strengths within the student, teacher variables, the…
Descriptors: Behavior Patterns, Diagnostic Tests, Educational Diagnosis, Evaluation Methods
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
Two Key Concepts in the Diagnosis of Learning Disabilities and the Habilitation of Learning.
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Reynolds, Cecil R. – Learning Disability Quarterly, 1992
Two key concepts in diagnosing learning disabilities ("severe discrepancy" and "process dysfunction") are reviewed, and their relationship to the habilitation of learning is discussed. Guidelines are given for calculating a severe discrepancy, and the evaluation of processing skills is discussed. Strength models of remediation…
Descriptors: Ability, Academic Achievement, Age, Clinical Diagnosis