Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems
暂无分享,去创建一个
[1] Jack M. Fletcher,et al. Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match designs. , 1996 .
[2] Lynn S. Fuchs,et al. Curriculum-Based Measurement , 1990 .
[3] F. Gresham,et al. Teachers as "Tests": Differential validity of teacher judgments in identifying students at-risk for learning difficulties. , 1997 .
[4] Kenneth A. Kavale,et al. Auditory and Visual Perception Processes and Reading Ability: A Quantitative Reanalysis and Historical Reinterpretation , 2000 .
[5] K. Stanovich,et al. Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. , 1994 .
[6] B. Shaywitz,et al. Discrepancy Compared to Low Achievement Definitions of Reading Disability , 1992, Journal of learning disabilities.
[7] R. Abbott,et al. Redefining learning disabilities: Moving beyond aptitude–achievement discrepancies to failure to respond to validated treatment protocols. , 1994 .
[8] Sharon Vaughn,et al. Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities , 2003 .
[9] T. Kehle,et al. Interventions for students with learning disabilities: A meta-analysis of treatment outcomes , 2004 .
[10] Rollanda E. O'Connor. Increasing the Intensity of Intervention in Kindergarten and First Grade , 2000 .
[11] Jay G. Chambers,et al. What Are We Spending on Special Education Services in the United States, 1999-2000? Report. Special Education Expenditure Project (SEEP). , 2002 .
[12] L. Fuchs,et al. The Utility of Curriculum-Based Measurement and Performance Assessment as Alternatives to Traditional Intelligence and Achievement Tests. , 1997 .
[13] J. Chall. The Academic Achievement Challenge: What Really Works in the Classroom? , 2000 .
[14] Sharon Vaughn,et al. The Underlying Message in LD Intervention Research: Findings from Research Syntheses , 2000 .
[15] Matt McGue,et al. “I Know One When I See One” — Differentiating LD and Non-LD Students , 1984 .
[16] C. Jonas-Simpson,et al. A pilot study of the lived experience for persons with dementia residing on a locked unit. , 2003, Perspectives (Gerontological Nursing Association (Canada)).
[17] Frank R. Vellutino,et al. Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study. , 1987 .
[18] S. Ceci. Handbook of cognitive, social, and neuropsychological aspects of learning disabilities , 1988 .
[19] Edward R. Sipay,et al. Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability , 1996 .
[20] M. Suzanne Donovan,et al. Minority Students in Special and Gifted Education. , 2002 .
[21] Frank M. Gresham,et al. A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category , 1996 .
[22] Lynn S. Fuchs,et al. Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities. , 1998 .
[23] D. Hammill,et al. The Effectiveness of Psycholinguistic Training: A Reaffirmation of Position , 1978, Exceptional children.
[24] K. A. Heller,et al. Placing children in special education : a strategy for equity , 1982 .
[25] Shirley V. Dickson,et al. Implementing a Model for Preventing Reading Failure: A Report From the Field , 1999 .
[26] C. Reynolds,et al. Critical Measurement Issues in Learning Disabilities , 1984 .
[27] S. Deno,et al. Curriculum-Based Measurement: The Emerging Alternative , 1985, Exceptional children.
[28] Sharon Vaughn,et al. Contemporary Special Education Research : Syntheses of the Knowledge Base on Critical Instructional Issues , 2000 .
[29] J. Ysseldyke,et al. School Psychology Paradigm Shift , 1997 .
[30] D. Francis,et al. Intelligent testing and the discrepancy model for children with learning disabilities. , 1998 .
[31] W. Ruijssenaars,et al. Definition and Treatment of Dyslexia , 1997, Journal of learning disabilities.
[32] K. Kavale,et al. Auditory-Visual Integration and its Relationship to Reading Achievement: A Meta-Analysis , 1980, Perceptual and motor skills.
[33] F. Gresham. Responsiveness to intervention: an alternative approach to the identification of learning disabilities. , 2002 .
[34] Educational validation studies of learning disability subtypes. , 1985 .
[35] J. Fletcher,et al. Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study. , 1990, JAMA.
[36] F. Gresham,et al. Discrepancy Between Definitions of Learning Disabilities and School Practices , 1998, Journal of learning disabilities.
[37] L. Silver,et al. Learning Disabilities , 1987 .
[38] Jack M. Fletcher,et al. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis , 2002 .
[39] K. Kavale,et al. “One Jumped Off the Balance Beam” , 1983, Journal of learning disabilities.
[40] D. Reschly,et al. Special education in transition: Functional assessment and noncategorical programming , 1999 .
[41] Lynn S. Fuchs,et al. IS “ LEARNING DISABILITIES ” JUST A FANCY TERM FOR LOW ACHIEVEMENT ? A META-ANALYSIS OF READING DIFFERENCES BETWEEN LOW ACHIEVERS WITH AND WITHOUT THE LABEL , 2002 .
[42] Anne E. Fowler,et al. Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. , 1994 .
[43] Stephen C. Larsen,et al. The Effectiveness of Psycholinguistic Training , 1974 .
[44] D. Hammill,et al. On Defining Learning Disabilities: , 1990, Journal of learning disabilities.
[45] Frank R. Vellutino,et al. Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers , 2000, Journal of learning disabilities.
[46] T. Conway,et al. Intensive Remedial Instruction for Children with Severe Reading Disabilities , 2001, Journal of learning disabilities.
[47] D. Hammill,et al. Effectiveness of Psycholinguistic Training: A Response to Kavale , 1982 .
[48] T. Gutkin. III. WISC-R scatter indices: Useful information for differential diagnosis? , 1979 .
[49] G. Reid Lyon,et al. Frames of reference for the assessment of learning disabilities : new views on measurement issues , 1994 .
[50] L. Fuchs,et al. Treatment Validity as a Unifying Construct for Identifying Learning Disabilities , 2002 .