-
1
-
-
0004235298
-
-
American Psychiatric Association., (4th ed., text revision), Washington, DC: Author
-
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.
-
(2000)
Diagnostic and Statistical Manual of Mental Disorders
-
-
-
2
-
-
50949099198
-
Agreement among response to intervention criteria for identifying responder status
-
Barth, A.E., Stuebing, K.K., Anthony, J.L., Denton, C.A., Mathes, P.G., Fletcher, J.M., & Francis, D.J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296-307.
-
(2008)
Learning and Individual Differences
, vol.18
, pp. 296-307
-
-
Barth, A.E.1
Stuebing, K.K.2
Anthony, J.L.3
Denton, C.A.4
Mathes, P.G.5
Fletcher, J.M.6
Francis, D.J.7
-
3
-
-
61449225541
-
Floor effects associated with universal screening and their impact on the early identification of reading disabilities
-
Catts, H.W., Petscher, Y., Schatschneider, C., Bridges, M.S., & Mendoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42, 163-176.
-
(2009)
Journal of Learning Disabilities
, vol.42
, pp. 163-176
-
-
Catts, H.W.1
Petscher, Y.2
Schatschneider, C.3
Bridges, M.S.4
Mendoza, K.5
-
5
-
-
21344478753
-
Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions
-
Fletcher, J.M., Shaywitz, S.E., Shankweiler, D.P., Katz, L., Liberman, I.Y., Stuebing, K.K.,.Shaywitz, B.A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.
-
(1994)
Journal of Educational Psychology
, vol.86
, pp. 6-23
-
-
Fletcher, J.M.1
Shaywitz, S.E.2
Shankweiler, D.P.3
Katz, L.4
Liberman, I.Y.5
Stuebing, K.K.6
Shaywitz, B.A.7
-
6
-
-
15944393563
-
Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient
-
Francis, D.J., Fletcher, J.M., Stuebing, K.K., Lyon, G.R., Shaywitz, B.A., & Shaywitz, S.E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98-108.
-
(2005)
Journal of Learning Disabilities
, vol.38
, pp. 98-108
-
-
Francis, D.J.1
Fletcher, J.M.2
Stuebing, K.K.3
Lyon, G.R.4
Shaywitz, B.A.5
Shaywitz, S.E.6
-
7
-
-
0346478709
-
Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis
-
Francis, D.J., Shaywitz, S.E., Stuebing, K.K., Shaywitz, B.A., & Fletcher, J.M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3-17.
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 3-17
-
-
Francis, D.J.1
Shaywitz, S.E.2
Stuebing, K.K.3
Shaywitz, B.A.4
Fletcher, J.M.5
-
8
-
-
31944451197
-
Introduction to response to intervention: What, why, and how valid is it?
-
Fuchs, D., & Fuchs, L.S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.
-
(2006)
Reading Research Quarterly
, vol.41
, pp. 93-99
-
-
Fuchs, D.1
Fuchs, L.S.2
-
9
-
-
10244221211
-
Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria
-
Fuchs, D., Fuchs, L.S., & Compton, D. (2004). Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria. Learning Disability Quarterly, 27, 216-227.
-
(2004)
Learning Disability Quarterly
, vol.27
, pp. 216-227
-
-
Fuchs, D.1
Fuchs, L.S.2
Compton, D.3
-
10
-
-
0001930472
-
Reading differences between low-achieving student with and without learning disabilities: A meta-analysis
-
In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Mahwah, NJ: Erlbaum
-
Fuchs, D., Fuchs, L.S., Mathes, P.G., & Lipsey, M.W. (2000). Reading differences between low-achieving student with and without learning disabilities: A meta-analysis. In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: Syntheses of the knowledge base on critical instructional issues (pp. 81-104). Mahwah, NJ: Erlbaum.
-
(2000)
Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instructional Issues
, pp. 81-104
-
-
Fuchs, D.1
Fuchs, L.S.2
Mathes, P.G.3
Lipsey, M.W.4
-
11
-
-
0031515614
-
Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity
-
Fuchs, D., Fuchs, L.S., Mathes, P.G., & Simmons, D.C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
-
(1997)
American Educational Research Journal
, vol.34
, pp. 174-206
-
-
Fuchs, D.1
Fuchs, L.S.2
Mathes, P.G.3
Simmons, D.C.4
-
12
-
-
33748415643
-
On the irrelevance of intelligence in predicting responsiveness to reading instruction
-
Fuchs, D., & Young, C.L. (2006). On the irrelevance of intelligence in predicting responsiveness to reading instruction. Exceptional Children, 73, 8-30.
-
(2006)
Exceptional Children
, vol.73
, pp. 8-30
-
-
Fuchs, D.1
Young, C.L.2
-
13
-
-
0000110352
-
Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities
-
Fuchs, L.S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
-
(1998)
Learning Disabilities Research & Practice
, vol.13
, pp. 204-219
-
-
Fuchs, L.S.1
Fuchs, D.2
-
14
-
-
41149138559
-
-
(Tech. Rep. No. 8, Eugene: University of Oregon
-
Good, R.H., Kaminski, R.A., Smith, S., & Bratten, J. (2001). Technical adequacy of second grade DIBELS Oral Reading Fluency passages (Tech. Rep. No. 8. Eugene: University of Oregon.
-
(2001)
Technical Adequacy of Second Grade DIBELS Oral Reading Fluency Passages
-
-
Good, R.H.1
Kaminski, R.A.2
Smith, S.3
Bratten, J.4
-
15
-
-
0040371199
-
-
Fifth Edition, Eugene: University of Oregon
-
Good, R.H., Kaminski, R.A., Smith, S., Laimon, D., & Dill, S. (2001). Dynamic Indicators of Basic Early Literacy Skills- Fifth Edition. Eugene: University of Oregon.
-
(2001)
Dynamic Indicators of Basic Early Literacy Skills-
-
-
Good, R.H.1
Kaminski, R.A.2
Smith, S.3
Laimon, D.4
Dill, S.5
-
16
-
-
84937333556
-
The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes
-
Good, R.H., Simmons, D.C., & Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
-
(2001)
Scientific Studies of Reading
, vol.5
, pp. 257-288
-
-
Good, R.H.1
Simmons, D.C.2
Kame'enui, E.J.3
-
17
-
-
31944441872
-
-
(in press), Austin, TX: ProEd
-
Mathes, P.G., Torgesen, J.K., & Herron, J. (in press). Continuous monitoring of early reading skills (CMERS) [Computer software]. Austin, TX: ProEd.
-
Continuous Monitoring of Early Reading Skills (CMERS) [Computer Software]
-
-
Mathes, P.G.1
Torgesen, J.K.2
Herron, J.3
-
20
-
-
85047683405
-
Classification in context: An alternative approach to identifying early reading disability
-
Speece, D.L., & Case, L.P. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 735-749
-
-
Speece, D.L.1
Case, L.P.2
-
21
-
-
0037413028
-
Initial evidence that letter fluency tasks are valid indicators of early reading skill
-
Speece, D.L., Mills, C., Ritchey, K.D., & Hillman, E. (2003). Initial evidence that letter fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36, 223-233.
-
(2003)
Journal of Special Education
, vol.36
, pp. 223-233
-
-
Speece, D.L.1
Mills, C.2
Ritchey, K.D.3
Hillman, E.4
-
22
-
-
78650423672
-
IQ is not strongly related to response to reading instruction: A meta-analytic interpretation
-
Stuebing, K.K., Barth, A.E., Molfese, P.J., Weiss, B., & Fletcher, J.M. (2009). IQ is not strongly related to response to reading instruction: A meta-analytic interpretation. Exceptional Children, 76, 31-51.
-
(2009)
Exceptional Children
, vol.76
, pp. 31-51
-
-
Stuebing, K.K.1
Barth, A.E.2
Molfese, P.J.3
Weiss, B.4
Fletcher, J.M.5
-
23
-
-
0036614030
-
Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis
-
Stuebing, K.K., Fletcher, J.M., LeDoux, J.M., Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39, 469-518.
-
(2002)
American Educational Research Journal
, vol.39
, pp. 469-518
-
-
Stuebing, K.K.1
Fletcher, J.M.2
Le, D.J.M.3
Lyon, G.R.4
Shaywitz, S.E.5
Shaywitz, B.A.6
-
24
-
-
0008488069
-
Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches
-
Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K.K.S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
-
(2001)
Journal of Learning Disabilities
, vol.34
, pp. 33-58
-
-
Torgesen, J.K.1
Alexander, A.W.2
Wagner, R.K.3
Rashotte, C.A.4
Voeller, K.K.S.5
Conway, T.6
-
25
-
-
0004108259
-
-
Austin, TX: Pro-Ed
-
Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1999). The Test of Word Reading Efficiency. Austin, TX: Pro-Ed.
-
(1999)
The Test of Word Reading Efficiency
-
-
Torgesen, J.K.1
Wagner, R.K.2
Rashotte, C.A.3
-
26
-
-
0000439072
-
Assistance to states for education for handicapped children: Procedures for evaluating specific learning disabilities
-
U.S. Office of Education
-
U.S. Office of Education. (1977). Assistance to states for education for handicapped children: Procedures for evaluating specific learning disabilities. Federal Register, 42, G1082-G1085.
-
(1977)
Federal Register
, vol.42
-
-
-
27
-
-
0030373845
-
Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability
-
Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Chen, R., Pratt, A., & Denckla, M.B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 601-638
-
-
Vellutino, F.R.1
Scanlon, D.M.2
Sipay, E.R.3
Small, S.G.4
Chen, R.5
Pratt, A.6
Denckla, M.B.7
|