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Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

Authors :
Fuchs, Douglas
Fuchs, Lynn S.
Compton, Donald L.
Source :
Learning Disability Quarterly. Fall 2004 27(4):216-216.
Publication Year :
2004

Abstract

This article first describes two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. It then specifies two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from two related studies. These studies involve databases at grades 1 and 2, which were analyzed to compare the soundness of alternative methods of assessing instructional responsiveness to identify reading disabilities. Finally, conclusions are drawn and future research is outlined to prospectively and longitudinally explore classification issues that emerged from the analyses.

Details

Language :
English
ISSN :
0731-9487
Volume :
27
Issue :
4
Database :
ERIC
Journal :
Learning Disability Quarterly
Publication Type :
Report
Accession number :
EJ708320
Document Type :
Information Analyses<br />Journal Articles