Response to Intervention and Identifying Reading Disability
Agostino, J. V., & Murphy, J. A. (2004). A meta-analysis of Reading Recovery in United States schools. Educational Evaluation and Policy Analysis, 26(1), 26-38. DOI: https://doi.org/10.3102/01623737026001023
Ahearn, E. (2003). Specific learning disability: Current approaches to identification and proposals for change. Alexandria, VA: National Association of State Directors of Special Education.
Bishop, A. (2003). Prediction of first-grade reading achievement: A comparison of fall and winter kindergarten screenings. Learning Disabilities Quarterly, 26(3), 189-200. DOI: https://doi.org/10.2307/1593651
Brown, W., Denton, E., Kelly, L., Outhred, L., & McNaught, M. (1999). RR’s effectiveness: A five-year success story in San Luis Coastal Unified School District. ERS Spectrum, Winter, 3-10.
Catts, H. W., Fey, M.E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32(1), 38-50. DOI: https://doi.org/10.1044/0161-1461(2001/004)
Cavanaugh, C. L., Ae-Hwa Kim, C. L., Wanzek, J., & Vaughn, S. (2004). Kindergarten reading interventions for at-risk students: Twenty years of research. Learning Disabilities: A Contemporary Journal, 2(1), 9-21.
Clay, M. (2002a). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
Clay, M. (2002b). Reading recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.
Coutinho, M., Oswald, D., & Best, A. (2002). The influence of sociodemographics on the disproportionate identification of minority students as having learning disabilities. Remedial and Special Education, 23(1), 49-59. DOI: https://doi.org/10.1177/074193250202300107
CTB/McGraw Hill. (2002). InView Cognitive Abilities Test. Monterey, CA: Author.
CTB/McGraw Hill. (2001). TerraNova, The Second Edition. Monterey, CA: Author.
Douglas-Hall, A., & Koball, H. (2006). The new poor: Regional trends in child poverty since 2000. Boston: Allyn & Bacon.
Flanagan, D., Ortiz, S., Alfonso, V., & Mascolo, J. (2002). The achievement test desk reference (A TDR): Comprehensive assessment and learning disabilities. Boston: Allyn & Bacon.
123 Fuchs, L., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizating the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
Fuchs, D., Mock, D., Morgan, P., & Young, C. (2003). Responsiveness-to-instruction: Definitions, evidence, and implications for learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171. DOI: https://doi.org/10.1111/1540-5826.00072
Gresham, F. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Response to treatment (pp. 467-519). Mahwah, NJ: Erlbaum. Grossen, B., Coulter, G., & Juggles, B. Reading Recovery: An evaluation of benefits and costs. Retrieved January 15, 2007, from http://darkwing.uoregon.edu/-bgrossen/rr.htm
Grundmann, M. (1997, April). The linkage between social structure, competence and academic achievement: Results of a longitudinal study from ages 7 through 21. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Washington, D.C.
Hilbert, E., & Taylor, B. (1994). Getting reading right from the start: Elective early literacy intervention. Boston: Allyn & Bacon.
Kavale, K., Holdnack, J., & Mostert, M. (2006). Responsiveness to intervention and the identification of specific learning disability: A critique and alternative proposal. Learning Disabilities Quarterly, 28, 2-1 6. DOI: https://doi.org/10.2307/4126970
Lawson, Q., Humphrey, L., Wood-Garnett, S., Fearn, K., Welch, C., Greene-Bryant, B., & Avoke, S. (2002). Addressing over-representation of African-American students in special education. Washington, D.C.: Council for Exceptional Children.
Lovett, M. W., Steinbach, K.A., & Fritjers, J.C. (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities, 33, 334-358. DOI: https://doi.org/10.1177/002221940003300406
Lyon, G, R., Fletcher, J.M., Shaywitz, S.E., Shaywitz, B.A., Jorgensen, J.K., Wood, F.B., Schulte, A., & Olson, R. (2001). Rethinking learning disabilities. In C. E. Finn, C.R. Hokanson, & A. J. Rotherham (Eds.), Rethinking special education for a new century. Washington, D.C.: Thomas B. Fordham Foundation.
Mann, V. (2003). Language processes: Keys to reading disability. In H. Swanson, Harris, K., & Graham, S. (Ed.), Handbook of learning disabilities (v1, pp. 213-228). New York: The Guilford Press. National School Lunch Program (n.d.). Retrieved on January 10, 2007, from http://www.frac.org/html/federal-food-programs/programs/nslp.html
Nie, N. H., Hull, C. H., Jenkins, J. G., Steinbrenner, K., & Bent, D. H. (1975). Statistical package for the social sciences. (2nd ed.). New York: SPSS, Inc.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
O’Connor, S., & Spreen, O. (1988). The relationship between parents’ socioeconomic status and education level, and adult occupational and educational achievement of children with learning disabilities. Journal of Learning Disabilities, 21(3), 148-153. DOI: https://doi.org/10.1177/002221948802100305
Peterson, K. M. H., & Shinn, M.R. (2002). Severe discrepancy models: Which best explains school identification practices for learning disabilities. School Psychology Review, 31(4), 459-476. DOI: https://doi.org/10.1080/02796015.2002.12086168
Pinnell, G. (1989). Reading recovery: Helping at risk children to read. The Elementary School Journal, 90(2), 159-181. DOI: https://doi.org/10.1086/461610
Pressley, M., Gaskins, I.W., & Fingeret, L. (2006). Instruction and development of reading fluency in struggling readers. In S. Samuels, & A.E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 47-69). Newark, DE: International Reading Association. Reading Recovery. Retrieved December 11, 2006, from http://www.readingrecovery.org/sections/reading/index.asp
Rhodes-Kline, A. (1996). First and second round reading recovery: What difference does it make for discontinuation and program length? Literacy, Teaching and Learning, 2(2), 93-102.
Roush, W. (1995). Arguing over why Johnny can’t read. Science, 267, 1896-1898. DOI: https://doi.org/10.1126/science.7701312
Schwartz, R. M. (2005). Literacy learning of at-risk first-grade students in the Reading Recovery early intervention. Journal of Educational Psychology, 97(2), 257-267. DOI: https://doi.org/10.1037/0022-0663.97.2.257
Stanovich, K. E. (1988). Explaining the differences between the dyslexic and garden variety poor reader: The phonological-core variance-difference model. Journal of Learning Disabilities, 21, 590-604. DOI: https://doi.org/10.1177/002221948802101003
Stronge, J. H. (1992). The background: History and problems for schooling of the homeless. In J. H. Stronge (Ed.) Educating homeless children and adolescents: Evaluating policy and practice (pp. 3-25). Newbury Park, CA: Sage Publications.
Tabachnick, B., & Fidell, L. (2001). Using multivariate statistics. Needham Heights, MA: Allyn & Bacon.
Tal, N. F., & Siegel, L. S. (1996). Pseudoword reading errors of poor, dyslexic and normally achieving readers on multisyllable pseudowords. Applied Psycholinguistics, 17, 215-232. DOI: https://doi.org/10.1017/S0142716400007645
Vaughn, S., Mathes, P., Linac-Thompson, S., & Francis, D. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20(1), 58-67. DOI: https://doi.org/10.1111/j.1540-5826.2005.00121.x
Vellutino, F., Scanlon, D., Sipay, E., Small, S., Pratt, S., & Chen, R. (1996). 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. Journal of Educational Psychology, 88(4), 601-638. DOI: https://doi.org/10.1037/0022-0663.88.4.601
Warner, T., Dede, D., Garvan, C., & Conway, T. (2002). One size still does not fit all in specific learning disability assessment across ethnic groups. Journal of Learning Disabilities, 35(6), 500-508. DOI: https://doi.org/10.1177/00222194020350060201
Wechsler, D. (1991). Wechsler intelligence scale for children-third edition: Manual. San Antonio, Texas: The Psychological Corporation.
Woodcock, R., & Johnson, M. (2001). Woodcock-Johnson III tests of achievement. Itasca, IL: Riverside Publishing. Woodcock Reading Mastery Tests-Revised-Normative Update. (n.d.) Retrieved December 16 14, 2006, from http://www.agsnet.com/group.asp?nGroupInfoID=a16640
Downloads
Article Information
- Article Type Articles
- Submitted January 11, 2010
- Published February 15, 2010
- Issue Winter 2010
- Section Articles