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| Autor/inn/en | Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L. |
|---|---|
| Titel | Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria |
| Quelle | In: Learning Disability Quarterly, 27 (2004) 4, S.216 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| Schlagwörter | Identification; Problem Solving; Grade 1; Reading Difficulties; Evaluation Methods; Grade 2; Classification; Learning Disabilities; Comparative Analysis; Evaluation Criteria; Databases |
| 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. (ERIC). |
| Anmerkungen | The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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