Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes

Autor/inn/en	Gearin, Brian; Petscher, Yaacov; Stanley, Christopher; Nelson, Nancy J.; Fien, Hank
Titel	Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes
Quelle	In: Learning Disability Quarterly, 45 (2022) 4, S.267-279 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948721991549
Schlagwörter	Dyslexia; Elementary Secondary Education; Educational Legislation; At Risk Students; Reading Difficulties; Intervention; Compliance (Legal); Learning Disabilities; Students with Disabilities; Educational Policy; Screening Tests; Evaluation Methods; Disability Identification; Teaching Methods; Educational Administration; Geographic Location + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Bildungsrecht; Schulgesetz; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Politics of education; Bildungspolitik; Screening-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and type of students identified as having or being at risk for specific reading disabilities, including dyslexia, (b) the types of supports they receive, and (c) the implementation of the laws. Results of the study indicate that differences in legislative content across states, and ambiguity within states, may lead to heterogeneous effects on student and school outcomes. Areas needing special analytic attention by researchers and policy implementers are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01