The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

Autor/inn/en	Miciak, Jeremy; Fletcher, Jack M.
Titel	The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 53 (2020) 5, S.343-353 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420906801
Schlagwörter	Learning Disabilities; Dyslexia; Disability Identification; Best Practices; Definitions; Etiology; Intelligence Quotient; Response to Intervention; Brain; Student Reaction + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Begriffsbestimmung; Ätiologie; Intelligenzquotient; Gehirn; Schülerkritik
Abstract	This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a "hybrid" dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for learning disability (LD) identification, the proposed "hybrid" method demonstrates strong evidence for valid decision-making and directly informs intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01