Abstract:
:The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at risk so that instructional objectives can be established for students potentially at risk. Second, monitoring progress in mastering the alphabetic principle is reflected in item-based learning. Third, response to instruction is multilevel and contextualized. These points are illustrated with data from an early reading assessment used widely in Texas and from high-performing/high-poverty schools in Texas that serve as models of multitiered instruction.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Foorman BR,Ciancio DJdoi
10.1177/00222194050380060401keywords:
subject
Has Abstractpub_date
2005-11-01 00:00:00pages
494-9issue
6eissn
0022-2194issn
1538-4780journal_volume
38pub_type
杂志文章abstract::Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment e...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
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abstract::Transition services for students with learning disabilities have not always been a priority in public schools. Although school personnel have long acknowledged the transition needs of students considered to have more severe disabilities, such as mental retardation, physical problems, and emotional disturbance, they do...
journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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abstract::Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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abstract::Using a nationally representative sample of 5,150 Dutch students who have been followed over a 6-year period, the presence of the Matthew effect was investigated for general language skills. The analyses do not reveal unmistakable evidence for the supposition that the rich get richer and the poor poorer. On the contra...
journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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