Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities: Evidence for the Role of Kindergarten and First-Grade Interventions
- A Non-Professional Looks at Early Childhood Education. Cass, James // Journal of Learning Disabilities;Jun1968, Vol. 1 Issue 6, p378
When a knowledgeable lay person of Mr. Cass' caliber is enticed into the presumptuous position of giving advice to professionalsâ€”and when that advice is sound and encouraging, it behooves us all to listen. Early childhood education is a major factor to those of us interested in learning...
- Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity. Simmons, Deborah C.; Kame'enui, Edward J.; Harn, Beth; Coyne, Michael D.; Stoolmiller, Mike; Santoro, Lana Edwards; Smith, Sylvia B.; Beck, Carrie Thomas; Kaufman, Noah K. // Journal of Learning Disabilities;Jul/Aug2007, Vol. 40 Issue 4, p331
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied...
- Specific Reading Disabilities: The Incompatability of Two Systems. Wagner, Rudolph F. // Journal of Learning Disabilities;May1971, Vol. 4 Issue 5, p260
Reading disabilities are examined by postulating the compatibility/incompatibility of two separate systems, namely the learner and the task. "Learning disabilities" are viewed as the partial or total incompatibility of the dual- system interplay. The suggested model allows for simultaneous...
- Early Identification of Children with High Risk of Reading Failure. Feshbach, Seymour; Adelman, Howard; Fuller, Williamson W. // Journal of Learning Disabilities;Dec1974, Vol. 7 Issue 10, p639
Two alternative models for identifying kindergarten age children with a high risk of becoming reading failures are compared. One model places primary emphasis on psychometric test procedures assessing linguistic and perceptual-motor skills related to reading readiness. The alternative strategy...
- Implications of the Purdue Pegboard As a Screening Device. Kane, Joan; Gill, Richard P. // Journal of Learning Disabilities;Jan1972, Vol. 5 Issue 1, p32
This study examines the effectiveness of the Purdue Pegboard Test in discriminating children with learning disabilities. Two groups of children, a total of 195, were tested with the Pegboard and were classified into levels of intelligence, emotional stability, reading retardation, and learning...
- Empirically Derived Learning Disability Subtypes: A Replication Attempt and Longitudinal Patterns Over 15 Years. Spreen, Otfried; Haaf, Robert G. // Journal of Learning Disabilities;Mar1986, Vol. 19 Issue 3
Describes an attempt to replicate empirically derived learning disability (LD) subtypes in two groups of children with a mean age of ten years. Identification of LD subtypes; Investigation on the persistence of subtypes into adulthood; Evidence of reading impairment in LD subjects.
- programs, materials and techniques. Brown, Virginia // Journal of Learning Disabilities;Dec1975, Vol. 8 Issue 10
Presents an overview of programs, materials and techniques designed to assist reading and learning disabled children. Comparison of the Reading Miscue Inventory with the Durrell Analysis of Reading Difficulty; Role of the teacher in reading instruction; Review of a program by Hatten & Hatten...
- A First-Grade Intervention Program for Children at Risk for Reading Failure. White, Margaret // Journal of Learning Disabilities;Apr1979, Vol. 12 Issue 4, p231
Describes the implementation of an intervention program for children identified with reading disabilities in Western Australia. Influence of sensory-integrative therapy on reading disabled children; Comparisons between the control and the experimental groups.
- The persistence of rapid naming problems in children with reading disabilities: A nine-year... Korhonen, Tapio T. // Journal of Learning Disabilities;Apr1995, Vol. 28 Issue 4, p232
Follows nine children with reading disabilities and specific difficulties in rapid serial naming from the age of nine to the age of 18. Group taken from earlier study sample of 83 third-grade children with learning disabilities; Administration of tests; Initial and follow-up studies.