Intro -- TABLE OF CONTENTS -- FOREWORD -- ACKNOWLEDGMENTS -- INTRODUCTION -- CHAPTER I: LEARNING DISABILITIES: HISTORICAL PERSPECTIVES -- EUROPEAN FOUNDATION PERIOD (c.1800 TO 1920) -- Research on Brain-Behavior Relationships -- Research on Reading Disabilities -- U.S. FOUNDATION PERIOD (c.1920 TO 1960) -- Language and Reading Disabilities -- Perceptual, Perceptual-Motor, and Attention Disabilities -- EMERGENT PERIOD (c.1960 TO 1975) -- Introduction of the Term Learning Disabilities -- Federal Involvement -- Parent and Professional Organizations Founded -- Educational Programming: Dominance of Psychological Processing and Visual Perceptual Training -- SOLIDIFICATION PERIOD (c.1975 TO 1985) -- Solidification of the Definition -- Federal Regulations for Identification of Learning Disabilities -- Empirically Validated Educational Procedures -- Learning Disabilities Professional Organization Turmoil -- TURBULENT PERIOD (c.1985 TO 2000) -- Learning Disabilities Definitions -- Continuation of Research Strands of the Learning Disabilities Research Institutes -- Research on Phonological Processing -- Biological Causes of Learning Disabilities -- Concern over Identification Procedures -- Debate Over the Continuum of Placements -- Postmodernism and Learning Disabilities -- REFERENCES -- ENDNOTES -- RESPONSE TO "LEARNING DISABILITIES: HISTORICAL PERSPECTIVES -- REFERENCES -- RESPONSE TO "LEARNING DISABILITIES: HISTORICAL PERSPECTIVES -- REFERENCES -- RESPONSE TO "LEARNING DISABILITIES: HISTORICAL PERSPECTIVES -- THE FEDERAL ROLE -- INCLUSION FOR BETTER OR WORSE? -- REFERENCES -- RESPONSE TO "LEARNING DISABILITIES: HISTORICAL PERSPECTIVES -- THE SEARCH FOR A CONDITION (OR CATEGORY) -- THE SEARCH FOR CAUSE -- THE SEARCH FOR CURES (OR REMEDIES) -- ON OVER-REPRESENTATION -- CONCLUDING REMARKS -- REFERENCES.

CHAPTER II: EARLY IDENTIFICATION AND INTERVENTION FOR YOUNG CHILDREN WITH READING/LEARNING DISABILITIES -- BACKGROUND: SKILLED READING AND READING DISABILITY -- Reading Comprehension and Word Reading -- Ways to Read Words -- The Basis for Orthographic (Word) Reading Skill -- The Basis for Decoding Skill -- Skilled Reading and Reading Disabilities -- EARLY IDENTIFICATION OF STUDENTS AT RISK FOR READING/LEARNING DISABILITIES -- Degree of Prediction Error -- Solving the Problem of Floor Effects -- Recent Efforts to Predict RD in Kindergarten -- Using Screening Measures to Establish Intervention Criteria -- EARLY INTERVENTION FOR STUDENTS AT RISK FOR READING/LEARNING DISABILITIES -- Teaching Phonological Awareness -- Teaching Alphabetic Reading Skill (Decoding) -- Promoting Orthographic Reading Skill (Fluency) -- FINAL THOUGHTS -- Alternative Approaches to Understanding and Treating Reading/Learning Disability -- REFERENCES -- CLASSROOM PREVENTION THROUGH DIFFERENTIATED INSTRUCTION: RESPONSE TO JENKINS AND O'CONNOR -- SKILLFUL READING ENTAILS MASTERING ONE'S WRITING SYSTEM -- PREDICTING RISK VERSUS DISABILITY -- IMPLICATIONS FOR INTERVENTION -- REFERENCES -- FROM AN "EXPLODED VIEW" OF BEGINNING READING TOWARD A SCHOOLWIDE BEGINNING READING MODEL: GETTING TO SCALE IN COMPLEX HOST ENVIRONMENTS -- GETTING SCHOOLS AS COMPLEX HOST ENVIRONMENTS TO SCALE -- CONCLUSION -- REFERENCES -- EARLY IDENTIFICATION AND INTERVENTION FOR YOUNG CHILDREN WITH READING/LEARNING DISABILITIES -- SKILLED READING VERSUS R/LDs -- EARLY IDENTIFICATION -- EARLY INTERVENTION -- CONCLUSION -- REFERENCES -- RESPONSE TO "EARLY IDENTIFICATION AND INTERVENTION FOR YOUNG CHILDREN WITH READING/LEARNING DISABILITIES -- ACCURACY OF CLASSIFICATION -- DANGERS IN DRAWING CONCLUSIONS -- MORE UNANSWERED QUESTIONS -- CONCLUSION -- REFERENCES.

CHAPTER III: CLASSIFICATION OF LEARNING DISABILITIES: AN EVIDENC-EBASED EVALUATION -- INTRODUCTION -- WHAT IS CLASSIFICATION? -- DEFINITIONS OF LEARNING DISABILITIES: IMPLICIT CLASSIFICATIONS MADE EXPLICIT -- DISCREPANCY HYPOTHESIS -- Isle of Wight Studies -- Is There A Bimodal Distribution? -- Can IQ-Discrepant and Low Achieving Poor Readers Be Differentiated? -- Other Forms of LD and the IQ-Discrepancy Hypothesis -- Psychometric Issues -- Conclusions: Discrepancy Hypothesis -- HETEROGENEITY HYPOTHESIS -- Listening and Speaking -- Reading Disabilities -- Math Disabilities -- Written Expression -- Conclusions: Heterogeneity -- EXCLUSION HYPOTHESIS -- Social, Economic, and Cultural Disadvantage -- Instruction -- Constitutional Factors -- Conclusions: Exclusionary Criteria -- FUTURE DIRECTIONS FOR CLASSIFICATIONS OF LD -- Psychometric Approaches Are Limited -- IQ Tests Are Not Needed -- Slow Learner" Is Not a Useful Concept -- Response to Intervention Is Important -- Consensus Process -- Learning Disabilities Are Real Phenomena -- REFERENCES -- REDEFINING LD IS NOT THE ANSWER: A RESPONSE TO FLETCHER, LYON, BARNES, STUEBING, FRANCIS, OLSON, SHAYWITZ, AND SHAYWITZ -- THE REALITY -- THE CONCEPT OF LD VS. ITS OPERATIONAL DEFINITION -- IMPLICATIONS FOR PRACTICE -- CLASSIFICATION OF LD AND RESPONSE TO TREATMENT -- IMPLICATIONS FOR RESEARCH -- SUMMARY AND CONCLUSIONS -- REFERENCES -- A RESPONSE TO CLASSIFICATION OF LEARNING DISABILITIES: AN EVIDENCE-BASED EVALUATION -- ENTITLEMENT -- HETEROGENEITY TO SPECIFICITY -- TEACHER COMPETENCIES -- TERMINOLOGY PITFALLS -- FIELD REALITIES -- POLITICS -- UNDERACHIEVEMENT -- SUMMARY -- REFERENCES -- THE SOCIOPOLITICAL PROCESS OF CLASSIFICATION RESEARCH: MAKING THE IMPLICIT EXPLICIT IN LEARNING DISABILITIES -- REFERENCES -- CLASSIFICATION OF LEARNING DISABILITIES: CONVERGENCE, EXPANSION, AND CAUTION -- CONVERGENCE.

EXPANSION -- CAUTION -- REFERENCES -- CHAPTER IV: LEARNING DISABILITIES AS OPERATIONALLY DEFINED BY SCHOOLS -- AUTHORITATIVE DEFINITIONS OF LEARNING DISABILITIES -- THE PROCESS PRESCRIBED IN IDEA GUIDING SCHOOL IDENTIFICATION -- STAGE 1: THE IMPORTANCE OF TEACHER REFERRAL -- STAGE 2: ASSESSMENT -- STAGE 3: PLACEMENT COMMITTEE DELIBERATIONS -- DEVELOPMENTS FURTHER EXPANDING THE CONCEPT OF LD IN THE PUBLIC SCHOOLS -- DELETION OF "BORDERLINE MENTAL RETARDATION -- HOW THIS EXPANDED THE LD CATEGORY -- VARIATIONS IN LD CHARACTERISTICS ACROSS SITES -- THE NEED TO ACKNOWLEDGE URBAN SPECIAL EDUCATION -- CHANGES IN THE IMPORTANCE OF DIFFERENTIAL DIAGNOSIS -- VARIABILITY WITHIN THE SI LD POPULATION -- ISSUES RAISED ABOUT THE CURRENT PROCESS -- ELIGIBILITY USING A ONE-TIME-ONLY ASSESSMENT -- ASSUMED INTRINSIC/NEUROBIOLOGICAL ETIOLOGY OF LD -- CURRICULAR CONSEQUENCES OF THE HETEROGENEITY OF SI LD POPULATIONS -- WHERE ARE WE Now AND WHERE MIGHT WE Go? -- TITRATION OF INTENSITY OF TREATMENTS IN DECISION MAKING -- ISSUE OF INTELLIGENCE TESTING -- EFFORTS TO "FIX" LD: THE NEED FOR A BROADER PERSPECTIVE -- LD AND SOCIAL CLASS -- CONCLUDING REMARKS -- REFERENCES -- ENDNOTE -- ACKNOWLEDGMENTS -- A LOOK AT CURRENT PRACTICE -- DECIDING WHICH CHILDREN TO SERVE -- A PROPOSED MODEL -- A META-RESEARCH COMMENTARY ON MACMILLAN AND SIPERSTEIN'S "LEARNING DISABILITIES As OPERATIONALLY DEFINED BY SCHOOLS -- THE MAIN POINTS -- META-RESEARCH COMMENTARY -- RESEARCH STRATEGIES -- NEED FOR TOLERANCE -- LESSONS WE SHOULD HAVE LEARNED -- WHERE WE (CONTINUE TO) GO WRONG -- THE REAL PROBLEM -- REFERENCES -- ENDNOTE -- LEVELING THE PLAYING FIELD: COMMENTARY ON "LEARNING DISABILITIES AS OPERATIONALLY DEFINED BY SCHOOLS -- THE PSEUDO-OBJECTIVE PROCESS OF IDENTIFICATION AND REFERRAL FOR SERVICES -- TOWARD THE FUTURE: INSTRUCTIONAL STRATEGIES FOR THE DISENFRANCHISED.

EDUCATING THE DISENFRANCHISED -- ABILITY TO BENEFIT FROM TREATMENT: VALID ALTERNATIVE, OR YET ANOTHER PIPE DREAM? -- SOME CONSIDERATIONS AS WE BEGIN TO LEVEL THE PLAYING FIELD -- REFERENCES -- ACKNOWLEDGMENTS -- MINORITY OVERREPRESENTATION: THE SILENT CONTRIBUTOR TO LD PREVALENCE AND DIAGNOSTIC CONFUSION -- STATE VARIATIONS -- REASONS FOR MMR DECLINE -- OVERREPRESENTATION -- SUMMARY -- NICHD DYSLEXIA STUDIES -- UNIVERSAL SCREENING AND EARLY INTERVENTION -- OUTCOMES CRITERIA -- SUMMARY -- REFERENCES -- CHAPTER V: DISCREPANCY MODELS IN THE IDENTIFICATION OF LEARNING DISABILITY -- DISCREPANCY AND INTRA-!NDIVIDUAL DIFFERENCES -- COGNITIVE DISCREPANCIES -- ORIGINS OF ABILITY-ACHIEVEMENT DISCREPANCY -- DISCREPANCY AND LD IDENTIFICATION: RULES AND REGULATIONS -- FORMULA-BASED DISCREPANCY -- QUANTIFYING DISCREPANCY: METHODS -- GRADE-LEVEL DEVIATION -- EXPECTANCY FORMULAS -- PROBLEMS AND ISSUES -- DISCREPANCY SCORE COMPONENTS -- STANDARD SCORE METHODS -- DIFFERENCE SCORES -- REGRESSION METHODS -- EVALUATION OF REGRESSION METHODS -- EVALUATION OF DISCREPANCY METHODS -- PRACTICAL DIFFICULTIES -- INSTABILITY OF DISCREPANCY SCORES -- DISCREPANCY AND THE IDENTIFICATION OF LEARNING DISABILITY -- Statistical Classification vs. Clinical Judgment -- VAGARIES OF IDENTIFICATION AND PREVALENCE -- CONFOUNDING AMONG HIGH-INCIDENCE MILD DISABILITIES -- CONFOUNDING BETWEEN LEARNING DISABILITY AND LOW ACHIEVEMENT -- LEARNING DISABILITY VS. LOW ACHIEVEMENT DEBATE -- REANALYSIS OF THE MINNESOTA STUDIES -- EXAMINING LEARNING DISABILITY AND LOW ACHIEVEMENT SAMPLES -- LEARNING DISABILITY AND INTELLIGENCE -- THE ROLE OF INTELLIGENCE IN DEFINITIONS -- DEFINING LEARNING DISABILITY WITHOUT INTELLIGENCE -- LEARNING DISABILITY AND LOW ACHIEVEMENT: QUANTITATIVE OR QUALITATIVE DIFFERENCES? -- QUALITATIVE DISTINCTIONS IN MENTAL RETARDATION -- QUALITATIVE DISTINCTIONS IN LEARNING DISABILITY.

THE STATUS OF DISCREPANCY IN THE IDENTIFICATION OF LEARNING DISABILITY.

Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making. Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic. Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area. Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan

Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.