Identification of students with academic difficulties: Implications for research and practice

Canadian Journal of School Psychology

Volumn 12, Issue 2, 1997, Pages 143-154

  Saint Laurent, Lise ^a   Hébert, Martine ^a   Royer, Égide ^a   Pierard, Brigitte ^a  

^a UNIVERSITÉ LAVAL   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002890913     PISSN: 08295735     EISSN: None     Source Type: Journal    
DOI: 10.1177/082957359701200211     Document Type: Article

References (28)

1. Adelman, H.S., Lauber, B.A., Nelson, P., & Smith, D.C. (1989). Toward a procedure for minimizing and detecting false positive diagnoses of learning disability. Journal of Learning Disabilities, 22, 234-244.
2. Algozzine, B., Christenson, S., & Ysseldyke, J.E. (1982). Probabilities associated with the referral to placement process. Teacher Education and Special Education, 5(3),19-23.
3. Allington, R.L., & McGill-Franzen, A. (1993). Placing children at risk: Schools respond to reading problems. In R. Donmoyer & R. Kkos (Eds.), At-risk students. Portraits, policies, programs, and practices (pp. 197-218). Albany, NY: SUNY Press.
4. Bauwens, J., Hourcade, J.J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10, 17-22.
5. Clarizio, H.F. (1992). Teachers as detectors of learning disability. Psychology in the Schools, 29, 28-35.
6. Coleman, J.M., & Dover, G.M. (1993). The Risk Screening Test: Using kindergarten teachers' ratings to predict future placement in resource classrooms. Exceptional Children, 59, 468-477.
7. Frymier, J., & Gansneder, B. (1989). The Phi Delta Kappan study of students at risk. Phi Delta Kappan, 71, 142-146.
8. Gerber, M.M., & Semmel, M.I. (1984). Teacher as imperfect test: Reconceptualizing the referral process. Educational Psychology, 19, 137-148.
9. Hoge, R.D., &: Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59, 297313.
10. Howard, M.A.P., & Anderson, R.J. (1978). Early identification of potential school dropouts: A literature review. Child Welfare, 52,221-231.
11. Howell, K.W. (1986). Direct assessment of academic performance. School Psychology Review, 15, 324-335.
12. Jenkins, J.R., Jewell, M., Leicester, N., O'Connor, R.E., Jenkins, L.M., & Troutner, N.M. (1994). Accommodations for individual differences without classroom ability groups: An experiment in school restructuring. Exceptional Children, 60, 344-358.
13. Johnson, S.M., & Boldstad, O.D. (1972). Methodological issues in naturalistic observation: Some problems and solutions for field research. In L.A. Hamerlynck, J. Handy, & D.A. Mash (Eds.), Behavior change: Methodology, concepts and practice. Illinois: Research Press.
14. Lietz, J., & Gregory, M. (1978). Pupil race and sex determinations of office and exceptional educational referrals. Educational Research Quarterly, 3,61-66.
15. Lloyd, D.N. (1978). Prediction of school failure from third-grade data. Educational and Psychological Measurement, 38, 1193-1200.
16. McLeskey, J. (1992). Students with learning disabilities at primary, intermediate, and secondary grade levels: Identification and characteristics. Learning Disability Quarterly, 15,13-19.
17. Meltzer, L.J. (1993). Strategy use in students with learning disabilities: The challenge of assessment. In L.J. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities (pp. 93-139). Austin, TX: Pro-ed.
18. Pugach, M.C. (1995). Twice victims: The struggle to educate children in urban schools and the reform of special education and Chapter 1. In M.C. Wang & M.C. Reynolds (Eds.), Making a difference for students at risk. Trends and alleniatives (pp. 27-60). Thousand Oaks, CA: Corwin Press.
19. Richardson, V., Casanova, U., Placier, P., & Guilfoyle, K. (1989). School children at-risk. New-York: Falmer Press.
20. Shinn, M.R., & Marston, D. (1985). Differentiating mildly disabled, low-achieving, and regular education students: A curriculum-based approach. Reniedial and Special Education, 6(2), 31-38.
21. Shinn, M.R., Tindal, G.A., & Spira, L.D.A. (1987). Special education referrals as an index of teacher tolerance: Are teachers imperfect tests? Exceptional Children, 54, 32-40.
22. Shinn, M.R., Ysseldyke, J.E., Deno, S.L., & Tindal, G.A. (1986). Comparison of differences between students labeled learning disabled and low achieving on measures of classroom performance. Journal of Learning Disabilities, 19, 545-552.
23. Stevens, R.J., & Slavin, R.E. (1995). The cooperative elementary school: Effects on students' achievement, attitudes, and social relations. American Educational Research Journal, 32, 321-351.
24. Wang, M.C., Reynolds, M.C., & Walberg, H.J. (1995). Introduction: Inner-city students at margins. In M.C. Wang & M.C. Reynolds (Eds.), Making a differenre for students at risk. Trends and alterrtatives (pp.1-27). Thousand Oaks, CA: Convin Press.
25. Welch, M., Richards, G., Okada, T., Richards, J., & Prescott, S. (1995). A consultation and paraprofessional pull-in system of service delivery: A report on student outcomes and teacher satisfaction. Remedial and Special Education, 16, 16-28.
26. Ysseldyke, J., Algozzine, R., Shinn, M., & McGue, M. (1982). Similarities and differences between low achievers and students classified learning disabled. Journal of Special Education, 16, 73-85.
27. Ysseldyke, J.E., Christenson, S., Pianta, B., & Algozzine, B. (1983). An analysis of teachers' reasons and desired outcomes for students referred for psychoeducational assessment. Journal of Psychoeducational Assessment, 1, 73-83.
28. Ysseldyke, J., & Thurlow, M. (1984). Assessment practices in special education: Adequacy and appropriateness. Educational Psychologist, 9,123-136.