Introduction to the special series on systemic, multitier instructional models: Emerging research on factors that support prevention of reading difficulties

Journal of Learning Disabilities

Volumn 41, Issue 2, 2008, Pages 99-100

  Chard, David J ^a   Linan Thompson, Sylvia ^b  

^a SOUTHERN METHODIST UNIVERSITY   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; DYSLEXIA; EDITORIAL; HUMAN; METHODOLOGY; SCHOOL HEALTH SERVICE; TEACHING;

CHILD; DYSLEXIA; HUMANS; SCHOOL HEALTH SERVICES; TEACHING;

EID: 42249087499     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219407313411     Document Type: Editorial

References (5)

1. Good, R.H., & Kaminski, R.A. (2003). DIBELS™: Dynamic Indicators of Basic Early Literacy Skills (6 th ed.). Longmont, CO: Sopris West.
2. McMaster, K., Fuchs, D., Fuchs, L.S., & Compton, D.L. (2005). Responding to non-responders: An experimental field trial of identification and intervention methods. Exceptional Children, 71, 445 - 463.
3. Simeonsson, R. J. (Ed.). (1994). Risk resilience and prevention: Promoting the well-being of all children. Baltimore: Brookes.
4. Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137 - 146.
5. Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., et al. (1996). Cognitive profiles of difficulty-toremediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic cause of specific reading disability. Journal of Educational Psychology, 88, 601 - 638.