Abstract/Details

Response outcomes of low achieving students and students with learning disabilities


2007 2007

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Abstract (summary)

Response-To-Intervention (RTI) has emerged as a viable, research based alternative to the IQ-Achievement (IQ-A) model for identifying students with learning disabilities. This study compared the treatment effects of a reading intervention package on low achieving (LA) students to students with learning disabilities (LD) as identified by an IQ-A discrepancy. Six, 3rd-grade students were screened and placed into dyads consisting of one student classified as LD and one student categorized as LA. The findings of this study were inconclusive in evidencing either LA or LD students as consistently increasing reading fluency at a greater rate than members of their respective dyad when an empirically supported reading intervention was implemented. The research study is consistent with previous literature suggesting that no uniform and meaningful difference exists between students identified as LA or LD.

Indexing (details)


Subject
Educational psychology
Classification
0525: Educational psychology
Identifier / keyword
Education; Learning disabilities; Learning disability; Low-achieving; RTI; Repeated reading; Response to intervention; Response-To-Intervention
Title
Response outcomes of low achieving students and students with learning disabilities
Author
Vining, Odell George
Number of pages
64
Publication year
2007
Degree date
2007
School code
0211
Source
DAI-A 69/01, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549457244
Advisor
Olmi, Joe
University/institution
The University of Southern Mississippi
University location
United States -- Mississippi
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3300880
ProQuest document ID
304827449
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304827449
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