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Direct linkOslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
Weiser, Beverly L.; Reed, Deborah K.; Kethley, Caroline I.; Mathes, Patricia G. – Learning Disability Quarterly, 2012
In October 2011, Council for Learning Disabilities' (CLD's) research committee members (i.e., authors of this article) presented their "Must Reads" at the organization's 33rd Annual International Conference on Learning Disabilities. In this article, the presenters summarize a few of their selected articles and state why each article is a "Must…
Descriptors: Learning Disabilities, Reading Instruction, Research Committees, Organizations (Groups)
Jenkins, Joseph R.; Schiller, Ellen; Blackorby, Jose; Thayer, Sara Kalb; Tilly, W. David – Learning Disability Quarterly, 2013
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…
Descriptors: Disabilities, Individualized Instruction, Response to Intervention, Benchmarking
