NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)1
Since 2006 (last 20 years)16
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 66 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Coolong-Chaffin, Melissa; Wagner, Dana – Learning Disabilities Research & Practice, 2015
As implementation of multi-tiered systems of support becomes common practice across the nation, practitioners continue to need strategies for intensifying interventions and supports for the subset of students who fail to make adequate progress despite strong programs at Tiers 1 and 2. Experts recommend making several changes to the structure and…
Descriptors: Learning Disabilities, Reading Difficulties, Reading Programs, Reading Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Johnson, Evelyn S. – Topics in Language Disorders, 2014
Learning disabilities (LDs) have long been presumed to be a neurological disorder resulting from a deficit in 1 or more cognitive processes. Although the emphasis on cognitive processing disorders has been included in the definition since the term was coined, and although it arguably represents the key distinguishing characteristic of LDs, it also…
Descriptors: Learning Disabilities, Neurological Impairments, Cognitive Processes, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Siegel, Linda S. – International Journal for Research in Learning Disabilities, 2019
Dyslexia and other learning disabilities are not being properly recognized and treated in our educational system or society at large. Unrecognized and untreated learning disabilities represent a serious social and economic problem, not only to the individual but to society as a whole. For example, antisocial behavior, as seen in prison populations…
Descriptors: Dyslexia, Learning Disabilities, Disability Identification, Screening Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Judge, Sharon; Bell, Sherry Mee – Reading & Writing Quarterly, 2011
Using hierarchical linear modeling and longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten cohort, the authors examined reading achievement and growth rates by learning disability (LD) subgroup. The 2-level (time-student) growth curve model indicated that lower levels of reading achievement were already…
Descriptors: Learning Disabilities, Reading Achievement, Identification, Kindergarten
Smith, Steven L.; Peters, Margaret; Sanders, Marc; Witz, Kelly – Communique, 2010
There has been much recent discussion among educators on the topic of implementing a response to intervention (RTI) framework to identify special education needs for students with specific learning disabilities. There is good reason for such discussion, as all students benefit from RTI when implemented with integrity and fidelity. The result of…
Descriptors: Intervention, Learning Disabilities, Identification, Integrity
Peer reviewed Peer reviewed
Direct linkDirect link
de Caso, Ana Maria; Garcia, Jesus Nicasio; Diez, Carmen; Robledo, Patricia; Alvarez, Maria Lourdes – Electronic Journal of Research in Educational Psychology, 2010
Introduction: The use of self efficacy has been suggested as an effective classroom intervention procedure. The present research examined the use of self-efficacy training on the writing of Spanish elementary student with learning disabilities. Objectives: We present a research study focused on the improvement of the writing product and the…
Descriptors: Experimental Groups, Control Groups, Intervention, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Holden, Jocelyn E.; Kelley, Ken – Educational and Psychological Measurement, 2010
Classification procedures are common and useful in behavioral, educational, social, and managerial research. Supervised classification techniques such as discriminant function analysis assume training data are perfectly classified when estimating parameters or classifying. In contrast, unsupervised classification techniques such as finite mixture…
Descriptors: Discriminant Analysis, Classification, Computation, Behavioral Science Research
Peer reviewed Peer reviewed
Direct linkDirect link
Benson, Nicholas; Newman, Isadore – Psychology in the Schools, 2010
This article describes how actuarial methods can supplant discrepancy models and augment problem solving and Response to Intervention (RTI) efforts by guiding the process of identifying specific learning disabilities (SLD). Actuarial methods use routinized selection and execution of formulas derived from empirically established relationships to…
Descriptors: Student Needs, Medical Evaluation, Learning Disabilities, Academic Failure
Peer reviewed Peer reviewed
Direct linkDirect link
Lembke, Erica S.; McMaster, Kristen L.; Stecker, Pamela M. – Psychology in the Schools, 2010
The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for…
Descriptors: Reading Difficulties, Intervention, Reading Research, Prevention
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Gumpel, Thomas P.; Sharoni, Varda – Learning Disabilities Research & Practice, 2007
We present an analysis of the current state of practice in the diagnosis and treatment of learning disabilities (LD) in Israel. Through an examination of the cultural, historical, and demographic background of the country ("deep structures"), we show how a fragmented society has developed; it segregates different ethnicities and social…
Descriptors: Foreign Countries, Identification, Learning Disabilities, Evaluation Methods
Peer reviewed Peer reviewed
Gettinger, Maribeth – Exceptional Children, 1984
Examined individual differences in the number of learning trials needed by 36 disabled readers to reach criterion on training words during phonics instruction. Low-, average-, and high-achieving pupils were characterized according to rates of initial learning. Results confirmed the value of a dynamic assessment model in learning disabilities. (CL)
Descriptors: Evaluation Methods, Learning Disabilities, Models, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Dean, Vincent J.; Burns, Matthew K.; Grialou, Tina; Varro, Patrick J. – Psychology in the Schools, 2006
The purpose of this article is to examine models designed for the determination of a learning disability and compare them to specific criteria to determine whether the given diagnostic process is ecological in nature. The traditional child-centered deficit model (CCD), Relative Achievement Discrepancy model (RAD), and Responsiveness to…
Descriptors: Student Behavior, Validity, Disability Identification, Learning Disabilities
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5