Abstract:
:This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Berkeley S,Bender WN,Gregg Peaster L,Saunders Ldoi
10.1177/0022219408326214subject
Has Abstractpub_date
2009-01-01 00:00:00pages
85-95issue
1eissn
0022-2194issn
1538-4780pii
42/1/85journal_volume
42pub_type
杂志文章abstract::The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and aver...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600808
更新日期:1993-10-01 00:00:00
abstract::Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensi...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219416646706
更新日期:2017-11-01 00:00:00
abstract::Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain co...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800804
更新日期:1995-10-01 00:00:00
abstract::Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom inst...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219412442151
更新日期:2012-05-01 00:00:00
abstract::A review of research that uses behavioral, electroencephalographic, and/or magnetoencephalographic methods to investigate auditory processing deficits in individuals with dyslexia is presented. Findings show that measures of frequency, rise time, and duration discrimination as well as amplitude modulation and frequenc...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/0022219411436213
更新日期:2013-09-01 00:00:00
abstract::The authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated know...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221948902200203
更新日期:1989-02-01 00:00:00
abstract::This article examines more than a decade of changes in special education research and in the use of technology. It discusses evolving research and projects funded by the Office of Special Education Programs (OSEP) and raises questions about the use of specific methodologies and about whether children with disabilities...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949602900505
更新日期:1996-09-01 00:00:00
abstract::Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400608
更新日期:2001-11-01 00:00:00
abstract::A group of poor readers classified as dyslexic by age/IQ discrepancy criteria (n = 42) were contrasted with two clinic control groups: 56 adequate-for-age readers with attention deficit disorder (ADD) and 21 poor-for-age readers not meeting the IQ discrepancy criterion (slow/borderline group). The children (33 girls, ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600910
更新日期:1993-11-01 00:00:00
abstract::Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Res...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400306
更新日期:2001-05-01 00:00:00
abstract::This study examined the relative influence on children's self-esteem of academic achievement, maternal self-esteem, maternal acceptance, and children's perception of their parents' acceptance of them. Subjects were students with learning disabilities in a self-contained class (n=31), similarly diagnosed students in re...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500111
更新日期:1992-01-01 00:00:00
abstract::Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/00222194040370060601
更新日期:2004-11-01 00:00:00
abstract::The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219412463435
更新日期:2014-07-01 00:00:00
abstract::Cognitive remediation of decoding deficit was attempted by following a theoretically based program. The theory identifies four major cognitive processes: Planning, Attention, Simultaneous, and Successive (PASS) processing. The PASS Remedial Program (PREP) provides 10 structured tasks that are aimed at developing inter...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
doi:10.1177/002221949502800201
更新日期:1995-02-01 00:00:00
abstract::The experience of school-related stress during the transition to junior high school is compared in a sample of 59 students with learning disabilities (27 females, 32 males) and 402 students without learning disabilities (241 females, 161 males). Using a checklist of 11 stressful school events, the authors found that a...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949602900307
更新日期:1996-05-01 00:00:00
abstract::Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194040370030501
更新日期:2004-05-01 00:00:00
abstract::A study of the perceived importance of 23 occupations by 65 adolescents with learning disabilities and 85 adolescents without learning disabilities revealed that occupations were ranked similarly by the two groups (Rho = .76). Analysis of the groups' rank order indicated diversity of students' perceptions about the im...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200112
更新日期:1989-01-01 00:00:00
abstract::This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston Universit...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949903200403
更新日期:1999-07-01 00:00:00
abstract::The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219412466703
更新日期:2014-09-01 00:00:00
abstract::This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skil...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219413500813
更新日期:2015-05-01 00:00:00
abstract::This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities;...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202501008
更新日期:1992-12-01 00:00:00
abstract::The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonol...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194040370050601
更新日期:2004-09-01 00:00:00
abstract::The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219407310993
更新日期:2008-01-01 00:00:00
abstract::Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219409335216
更新日期:2010-01-01 00:00:00
abstract::This study examined problem-solving and number-fact skills in two subgroups of third-grade children with mathematics difficulties (MD): MD-specific (n = 12) and MD-general (n = 12). The MD-specific group had difficulties in mathematics but not in reading, and the MD-general group had difficulties in reading as well as...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000606
更新日期:1997-11-01 00:00:00
abstract::This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411407863
更新日期:2011-07-01 00:00:00
abstract::The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR samp...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194050380050201
更新日期:2005-09-01 00:00:00
abstract::German practices in the field of learning disabilities beyond preschool level are described in the context of their historical formation. In a historical perspective it becomes obvious that the German notion of Lernbehinderung, although being just a translation of "learning disabilities," differs markedly from the Ame...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949202500603
更新日期:1992-06-01 00:00:00
abstract::This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, b...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194030360010501
更新日期:2003-01-01 00:00:00
abstract::Does scotopic sensitivity correction enhance parsing and, thus, comprehension? Twenty-two readers with scotopic sensitivity (mean age = 20.3 yrs.; 40.9% male) parsed sentences under scotopic correction and control conditions. Measures included eye-movement indices of parsing and comprehension questions. Although eye m...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700110
更新日期:1994-01-01 00:00:00