Intervention Effects for Students with Comorbid Forms of Learning Disability: Understanding the Needs of Nonresponders

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.
Titel	Intervention Effects for Students with Comorbid Forms of Learning Disability: Understanding the Needs of Nonresponders
Quelle	In: Journal of Learning Disabilities, 46 (2013) 6, S.534-548 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412468889
Schlagwörter	Comorbidity; Learning Disabilities; Reading Difficulties; Mathematics Achievement; Intervention; Naming; Intelligence Tests; Reading Tests; Elementary School Students; Word Problems (Mathematics); Comparative Analysis; Effect Size; Control Groups; Experimental Groups; Low Achievement; Tennessee; Test of Language Development; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligence test; Intelligenztest; Lesetest; Textaufgabe; Unterdurchschnittliche Leistung
Abstract	In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether comorbid disorder represents an LD subtype distinct from RD or from MD, which requires differentiated forms of intervention. Our analysis suggested that students with comorbid LD respond differently than those with MD, depending on the nature of mathematics intervention, and may therefore represent a distinctive subtype. By contrast, students with RD appear to respond to intervention in similar ways, regardless of whether they experience RD alone or in combination with MD. Results also suggest that distinctions between comorbid and single-order LD may depend on whether LD is defined in terms of lower- versus higher-order academic skill. Recommendations for future study are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10