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Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon – Learning Disability Quarterly, 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of…
Descriptors: Executive Function, Response to Intervention, Identification, Reading Difficulties
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Zirkel, Perry A. – Learning Disability Quarterly, 2018
The legal dimension of response to intervention (RTI) has been the subject of considerable professional confusion. This brief article addresses the issue in three parts. The first part provides an update of a previous iteration that compared 12 common conceptions, referred to here as the "lore," with an objective synthesis of the…
Descriptors: Response to Intervention, Court Litigation, School Law, Educational Policy
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Maki, Kathrin E.; Burns, Matthew K.; Sullivan, Amanda L. – Learning Disability Quarterly, 2018
Many school psychologists spend a large portion of their time conducting evaluations for special education, but school psychologists' confidence in learning disability (learning disability[ies] [LD]) identification has not been examined experimentally. This study examined differences in 376 school psychologists' confidence in their identification…
Descriptors: School Psychologists, Learning Disabilities, Disability Identification, Decision Making
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Dallas, William P. – Learning Disability Quarterly, 2017
This study evaluated a scheduling methodology referred to as intervention-based scheduling to address the problem of practice regarding the fidelity of implementing Response to Intervention (RtI) in an existing school schedule design. Employing panel data, this study used fixed-effects regressions and first differences ordinary least squares (OLS)…
Descriptors: Response to Intervention, Sustainability, Fidelity, Regression (Statistics)
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Zirkel, Perry A. – Learning Disability Quarterly, 2017
This article provides a concise and objective synthesis of the federal legislation, regulations, and agency policy interpretations; state laws; and case law, including hearing officer and complaint investigation decisions, concerning specific learning disability (SLD) identification since the 2006 IDEA regulations. The results reveal wide latitude…
Descriptors: Learning Disabilities, Disability Identification, Federal Legislation, Federal Regulation
Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L. – Learning Disability Quarterly, 2017
Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…
Descriptors: Reading Comprehension, Grade 5, Elementary School Students, Reading Instruction
Austin, Christy R.; Vaughn, Sharon; McClelland, Amanda M. – Learning Disability Quarterly, 2017
A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion…
Descriptors: Reading Improvement, Intervention, Synthesis, Early Childhood Education
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Ciullo, Stephen; Lembke, Erica S.; Carlisle, Abigail; Thomas, Cathy Newman; Goodwin, Marilyn; Judd, Laura – Learning Disability Quarterly, 2016
The authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies…
Descriptors: Evidence Based Practice, Middle School Students, Middle School Teachers, Response to Intervention
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Björn, Piia M.; Aro, Mikko T.; Koponen, Tuire K.; Fuchs, Lynn S.; Fuchs, Douglas H. – Learning Disability Quarterly, 2016
Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…
Descriptors: Foreign Countries, Response to Intervention, Special Education, International Assessment
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McAlenney, Athena Lentini; Coyne, Michael D. – Learning Disability Quarterly, 2015
The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who…
Descriptors: Kindergarten, Young Children, Risk Assessment, Classification
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Regan, Kelley S.; Berkeley, Sheri L.; Hughes, Melissa; Brady, Kelly K. – Learning Disability Quarterly, 2015
This mixed methods study explored elementary and secondary educators' perceptions of their school district's responsiveness to intervention (RTI) initiative. Teachers and administrators were surveyed regarding (a) the perceived feasibility and effectiveness of educational practices that are inherent within RTI models, (b) perceived knowledge of…
Descriptors: Mixed Methods Research, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes
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Ashworth, Kristen E.; Pullen, Paige C. – Learning Disability Quarterly, 2015
The purpose of this study was to compare the results of a regression discontinuity design (RDD) with those of an experimental design of a tiered vocabulary intervention for children at risk for reading disability to determine RDD's feasibility as a research methodology for this type of study. Researchers reanalyzed an archival dataset of a…
Descriptors: Vocabulary, Intervention, At Risk Students, Reading Difficulties
Oslund, 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