We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades.…

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…

The study found that the Kaufman Assessment Battery for Children (K-ABC) was valid in predicting reading, mathematics, and written expression for Black, Hispanic, and White male students referred for special education services. The K-ABC scores were not valid predictors, however, of written language achievement for referred females. (Author/DB)