Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic

Journal of Learning Disabilities

Volumn 44, Issue 3, 2011, Pages 296-307

  Waesche, Jessica S Brown ^a   Schatschneider, Christopher ^a   Maner, Jon K ^a   Ahmed, Yusra ^a   Wagner, Richard K ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

Author keywords

assessment; diagnosis; dyslexia; identification; response to intervention

Indexed keywords

ARTICLE; CHILD; COMPARATIVE STUDY; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; FOLLOW UP; HUMAN; LANGUAGE DEVELOPMENT; MALE; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; READING; RISK FACTOR;

CHILD; CHILD LANGUAGE; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; FOLLOW-UP STUDIES; HUMANS; MALE; MODELS, PSYCHOLOGICAL; READING; RISK FACTORS;

EID: 79955533465     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219410392048     Document Type: Article

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