Abstract:
:In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with 208 cohort peers who were average readers and 102 historical control condition second grade poor readers who did not receive Tier 2 intervention. Results demonstrated significant effects on reading achievement for access to RtI in kindergarten at the end of first grade (effects averaged 0.48), but not in second grade, except for students who were English language learners (ELLs), who showed an advantage through the end of second grade. Students with access to RtI overall had significantly higher outcomes at the end of Grade 2 than students in the historical control, with no differences resulting from ELL status. No significant difference in the proportion of students placed in special education was noted; however, a greater proportion of the students found eligible as with learning disabilities had poor reading scores if they were placed after participating in RtI.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
O'Connor RE,Bocian KM,Sanchez V,Beach KDdoi
10.1177/0022219412459354subject
Has Abstractpub_date
2014-07-01 00:00:00pages
307-28issue
4eissn
0022-2194issn
1538-4780pii
0022219412459354journal_volume
47pub_type
杂志文章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::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
pub_type: 杂志文章
doi:10.1177/002221949602900205
更新日期:1996-03-01 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::The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities we...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219410392043
更新日期:2011-11-01 00:00:00
abstract::Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed wi...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219413483175
更新日期:2014-11-01 00:00:00
abstract::This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300605
更新日期:1990-06-01 00:00:00
abstract::Previous studies have yielded mixed findings as to the effect of learning disabilities (LD) on self-perception. We proposed that perceived competence in children who experience learning difficulties is affected both by age trends in self-appraisal processes and by the degree to which students' salient reference group ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700509
更新日期:1994-05-01 00:00:00
abstract::Stimulant medications are widely used as part of the treatment for children with attention deficit-hyperactivity disorder (ADHD). The current study investigated the effects of methylphenidate on auditory vigilance, auditory processing abilities, and receptive language abilities of children with ADHD. Twenty subjects (...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102401006
更新日期:1991-12-01 00:00:00
abstract::Students with learning disabilities have received services in special education programs for many years. Unfortunately, many of these students continue to need services after they exit high schools. Vocational rehabilitation has begun to provide services for young adults with learning disabilities; however, there cont...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500704
更新日期:1992-08-01 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::Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) ac...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219414562281
更新日期:2016-09-01 00:00:00
abstract::The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular c...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200206
更新日期:1989-02-01 00:00:00
abstract::The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each ty...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219420906452
更新日期:2020-07-01 00:00:00
abstract::We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 ye...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600106
更新日期:1993-01-01 00:00:00
abstract::This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000309
更新日期:1997-05-01 00:00:00
abstract::Although dyslexia runs in families, several putative risk factors that cannot be immediately identified as genetic predict reading disability. Published studies analyzed one or a few risk factors at a time, with relatively inconsistent results. To assess the contribution of several putative risk factors to the develop...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219413492853
更新日期:2015-03-01 00:00:00
abstract::Visuospatial working memory and its involvement in arithmetic were examined in two groups of 7- to 11-year-olds: one comprising children described by teachers as displaying symptoms of nonverbal learning difficulties (N = 21), the other a control group without learning disabilities (N = 21). The two groups were matche...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219409355482
更新日期:2010-09-01 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::We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR childr...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194030360050801
更新日期:2003-09-01 00:00:00
abstract::The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omi...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940203500203
更新日期:2002-03-01 00:00:00
abstract::Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219417718199
更新日期:2018-09-01 00:00:00
abstract::The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219416633865
更新日期:2017-09-01 00:00:00
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 ris...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194050380060401
更新日期:2005-11-01 00:00:00
abstract::Adolescents with and without learning disabilities (14, 16, and 18 years old) were tested to determine whether they differed in auditory, visual, and/or multisensory (combined auditory/visual) social perception abilities. Differences between the two groups in growth of auditory, visual, and multisensory social-percept...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200408
更新日期:1989-04-01 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::The Learning Disability Index (LDI) was validated by an examination of the mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum, however, was found to measure Third Factor strengths/weaknesses ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300411
更新日期:1990-04-01 00:00:00
abstract::The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400907
更新日期:1991-11-01 00:00:00
abstract::The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411436214
更新日期:2013-09-01 00:00:00
abstract::Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the responde...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219407313805
更新日期:2008-07-01 00:00:00
abstract::This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700202
更新日期:1994-02-01 00:00:00