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Critical Issues in Specific Learning Disability Identification: What We Need to Know about the PSW Model
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McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
Curriculum-Based Measurement and Standards-Based Mathematics: Monitoring the Arithmetic Word Problem-Solving Performance of Third-Grade Students at Risk for Mathematics Difficulties
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Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F. – Learning Disability Quarterly, 2014
This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS…
Descriptors: Curriculum Based Assessment, Academic Standards, Word Problems (Mathematics), Problem Solving
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
Treatment Validity as a Unifying Construct for Identifying Learning Disabilities.
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Fuchs, Lynn S.; Fuchs, Douglas; Speece, Deborah L. – Learning Disability Quarterly, 2002
This article examines a 1995 treatment validity model as a framework for identifying learning disabilities. This model: (1) examines both student performance and responsiveness to instruction; (2) delays special education referral until the effects of individual student adaptations in the regular classroom have been explored; and (3) verifies that…
Descriptors: Disability Identification, Elementary Secondary Education, Intervention, Learning Disabilities