Descriptor
| Learning Disabilities | 9 |
| Student Evaluation | 9 |
| Evaluation Methods | 6 |
| Disability Identification | 5 |
| Eligibility | 5 |
| Academic Failure | 4 |
| Classification | 4 |
| Definitions | 4 |
| Early Intervention | 4 |
| Elementary Education | 4 |
| Prevention | 4 |
| More ▼ | |
Source
| Learning Disabilities:… | 9 |
Author
| Fuchs, Douglas | 2 |
| Fuchs, Lynn S. | 2 |
| Busch, Todd W. | 1 |
| Canter, Andrea | 1 |
| Choutka, Claire M. | 1 |
| Colarusso, Ronald P. | 1 |
| Dangel, Harry L. | 1 |
| Denton, Carolyn A. | 1 |
| Edwards, Lana L. | 1 |
| Espin, Christine A. | 1 |
| Fletcher, Jack M. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 9 |
| Information Analyses | 5 |
| Reports - Research | 3 |
| Guides - Non-Classroom | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedSpeece, Deborah L.; Shekita, Lesley – Learning Disabilities: Research & Practice, 2002
A survey of 218 learning disabilities experts found only 30 percent believed IQ-reading achievement discrepancy should be a marker of reading disability. Over two thirds selected three markers: reading achievement, phonemic awareness, and treatment validity. Over 75 percent believed exclusion criteria should remain part of the definition with…
Descriptors: Definitions, Disability Identification, Eligibility, Learning Disabilities
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities: Research & Practice, 2001
A data-based approach is introduced as an alternative way to help teachers formulate decisions about the validity of test accommodations for students with learning disabilities. Three rationales for the approach are provided: an inadequate research base to guide decision-making, student heterogeneity, and problems with teacher's use of subjective…
Descriptors: Academic Accommodations (Disabilities), Decision Making, Elementary Secondary Education, Evaluation Criteria
Peer reviewedFuchs, Douglas; Mock, Devery; Morgan, Paul L.; Young, Caresa L. – Learning Disabilities: Research & Practice, 2003
This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
Peer reviewedDenton, Carolyn A.; Vaughn, Sharon; Fletcher, Jack M. – Learning Disabilities: Research & Practice, 2003
This article analyzes factors related to bringing research-validated practices to scale to enable implementation of responsiveness-to- intervention models in special education. Key components of effective literacy programs are discussed, along with findings from reading intervention research. The need for professional collaboration among…
Descriptors: Academic Failure, Early Intervention, Elementary Education, Evaluation Methods
Peer reviewedJitendra, Asha K.; Edwards, Lana L.; Choutka, Claire M.; Treadway, Pamela S. – Learning Disabilities: Research & Practice, 2002
This article describes a collaborative approach to planning in the content areas to include and allow students with learning disabilities access to the general education curriculum. Procedures for selecting and organizing content, determining activities, identifying modifications, and assessing performance are presented. A sample unit plan and…
Descriptors: Academic Accommodations (Disabilities), Access to Education, Curriculum Design, Educational Planning
Peer reviewedEspin, Christine A.; Busch, Todd W.; Shin, Jongho; Kruschwitz, Ron – Learning Disabilities: Research & Practice, 2001
A study examined the reliability and validity of two curriculum-based measures (CBMs) as indicators of the performance of 58 7th-graders in a content-area classroom. CBM measures were student- and administrator-read vocabulary-matching probes. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Scores for…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Grade 7, Learning Disabilities
Peer reviewedColarusso, Ronald P.; Keel, Marie C.; Dangel, Harry L. – Learning Disabilities: Research & Practice, 2001
A review of 6,036 learning disabilities eligibility reports found the application of a regression equation to a standard score formula and the use of two different low-achievement cut-off criteria significantly increased the number of eligible white and African-American students, but neither alternative equalized the proportion of white to…
Descriptors: Black Youth, Blacks, Classification, Disability Identification
Peer reviewedMarston, Doug; Muyskens, Paul; Lau, Matthew; Canter, Andrea – Learning Disabilities: Research & Practice, 2003
This article describes the problem-solving model (PSM) used in the Minneapolis Public Schools to guide decisions regarding intervention in general education, special education referral, and evaluation for special education eligibility for high-incidence disabilities. Program evaluation indicates students received special education services earlier…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
Peer reviewedFuchs, Lynn S. – Learning Disabilities: Research & Practice, 2003
This article explores conceptual and technical issues associated with options for specifying three assessment components for implementing an intervention responsiveness approach to the identification of learning disabilities: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate;…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
