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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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Seifert, Kathleen; Espin, Christine – Learning Disability Quarterly, 2012
This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…
Descriptors: Learning Disabilities, Reading Fluency, Direct Instruction, Vocabulary Development
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Daves, David P.; Walker, David W. – Learning Disability Quarterly, 2012
Professional confusion, as well as case law confusion, exists concerning the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a specific learning disability (SLD) under the Individuals with Disabilities Education Act (IDEA). Division is generated because of conflicting mandates…
Descriptors: Learning Disabilities, Response to Intervention, Integrity, Fidelity
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Zirkel, Perry A. – Learning Disability Quarterly, 2012
In this issue of "Learning Disability Quarterly" (LDQ), Professors Daves and Walker reply to my earlier LDQ article on confusion in the cases and commentary about the legal dimension of RTI. In this brief rejoinder, I show that their reply confirms rather than resolves the confusion in their original commentary in 2010. This persistent…
Descriptors: Learning Disabilities, Court Litigation, Response to Intervention, Federal Legislation
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Santi, Kristi L.; York, Mary; Foorman, Barbara R.; Francis, David J. – Learning Disability Quarterly, 2009
Under the accountability provisions of the No Child Left Behind legislation, screening for reading risk has become routine in kindergarten. The objective of this study was to examine the effects of the timing of kindergarten assessment and the type of support provided to teachers to translate assessment results to instruction. Sixty-two schools…
Descriptors: Mentors, Student Evaluation, Early Reading, Federal Legislation
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Bateman, Barbara – Learning Disability Quarterly, 2005
The modern special education theater in the United States has hosted many plays, none with a larger or more diverse cast than the learning disabilities (LD) play. During the prologue, the children with LD were waiting in the wings, not yet identified as LD but there, nonetheless. With the advent of compulsory education in this country, awareness…
Descriptors: Federal Legislation, Teaching Methods, Special Education, Learning Disabilities
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Bryan, Tanis – Learning Disability Quarterly, 2005
Over the past 20 years, teachers have been under continuous pressure to increase students' academic achievement gains. The No Child Left Behind Act of 2001 (NCLB), the latest effort in the 20+-year-old school reform movement, is a federal mandate that demands in part that school districts implement science-based instructional strategies to ensure…
Descriptors: Federal Legislation, Teaching Methods, Social Problems, Educational Strategies
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Gerber, Michael M. – Learning Disability Quarterly, 2005
Professionals and researchers once suggested that about 6% or 7% of all students had serious emotional disturbance (SED). Congress thought about the cost, and then thought otherwise. As a result, Congress created a 2% solution, and then wrote the law in a way that discouraged identification of students with SED. Schools must obviously also have…
Descriptors: Educational Policy, Special Education, Mental Retardation, Learning Disabilities
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Larson, Nancy Weidner – Learning Disability Quarterly, 2005
As a special educator, the author finds herself in an ever-increasing "Mad Hatter-March Hare" sort of existence. This is true on many special education fronts: in curriculum, in classroom settings, and in the shear complexity of professional conversations. A Tweedle Dum, Tweedle Dee "rigor" issue in her current world is the…
Descriptors: Special Education Teachers, Special Education, Educational Research, Disabilities
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King-Sears, Margaret E. – Learning Disability Quarterly, 2005
The phrase highly qualified teacher does not mean what it used to, because its meaning is now completely associated with No Child Left Behind (NCLB) requirements. This seems to imply that experienced and effective special educators are now unqualified (or merely qualified) to teach students with learning disabilities. The author believes that the…
Descriptors: Federal Legislation, Special Education Teachers, Learning Disabilities, Teacher Qualifications
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Gartland, Debi; Strosnider, Debi – Learning Disability Quarterly, 2004
The National Joint Committee on Learning Disabilities (NJCLD) is a national committee representing 11 organizations concerned about individuals with learning disabilities. Approximately 350,000 individuals constitute the membership of the organizations represented by NJCLD. The NJCLD considers and discusses contemporary issues in learning…
Descriptors: Special Education, State Boards of Education, School Districts, Achievement Tests
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Rosenberg, Michael S.; Sindelar, Paul T.; Connelly, Vincent; Keller, Cassandra – Learning Disability Quarterly, 2004
Special education continues to suffer from chronic and persistent teacher shortages. For example, in 2000-2001, nearly 53,000 special education teachers, 12% of the teaching force, were less than fully certified, affecting more than 800,000 students with disabilities. In addition, many school districts lose special education teachers as the school…
Descriptors: Federal Legislation, Alternative Teacher Certification, Teacher Shortage, Special Education Teachers