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| Autor/inn/en | Fletcher, Jack M.; Foorman, Barbara R.; Boudousquie, Amy |
|---|---|
| Titel | Assessment of Reading and Learning Disabilities: A Research-Based Intervention-Oriented Approach. |
| Quelle | In: Journal of School Psychology, 40 (2002) 1, S.27-63Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-4405 |
| Schlagwörter | Classroom Techniques; Diagnostic Tests; Early Identification; Early Intervention; Educational Diagnosis; Elementary Education; Learning Disabilities; Reading Difficulties; Student Evaluation |
| Abstract | Reviews implications of the three primary components of the federal definition of learning disabilities (discrepancy, heterogeneity, and exclusion) for the assessment of children with learning disabilities (LD). Also proposes a rationale and procedures for more efficient approaches to the identification of children as learning disabled that are aligned with research on reading disabilities and other forms of LD. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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