The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors

References

• Benes, K. M. (1995). [Review of the Social Skills Rating System.] In J. C. Conoley & J. C. Impara (Eds.). The twelfth mental measurements yearbook (pp. 965–967). Lincoln, NE: The Buros Institute of Mental Measurements.
   Google Scholar
• Bernard, H. R. (1988). Research methods in cultural anthropology. Newbury Park, CA: Sage Publications.
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232.
   PubMed Web of Science ®Google Scholar
• Deno, S. L. (1989). Curriculum-based measurement and alternative special education services: A fundamental and direct relationship. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 1–17). New York: The Guilford Press.
   Google Scholar
• Deno, S. L., Fuchs, L.S., Marston, D., & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30, 507–524.
   Web of Science ®Google Scholar
• Donovan, S., & Cross, C. (Eds.). (2002). Minority students in gifted and special education. Washington, DC: National Academy Press.
   Google Scholar
• Duncan, G. J., & Raudenbush, S. W. (1999). Assessing the effects of context in studies of child and youth development. Educational Psychologist, 34, 29–41.
   Web of Science ®Google Scholar
• Dunlap, W. P., Cortina, J. M., Vaslow, J. B., & Burke, M. J. (1996). Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods, 1, 170–177.
   Web of Science ®Google Scholar
• ERIC Clearinghouse on Disabilities and Gifted Education. (2001, April). Educating exceptional children: A statistical profile. Arlington, VA: The Council for Exceptional Children.
   Google Scholar
• Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6–23.
   Web of Science ®Google Scholar
• Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to academic diversity. The American Educational Research Journal, 34, 174–206.
   Web of Science ®Google Scholar
• Fuchs, L. S. (1995, May). Incorporating curriculum-based measurement into the eligibility decision-making process: A focus on treatment validity and student growth. Paper presented at the Workshop on IQ Testing and Educational Decision Making, National Research Council, National Academy of Science, Washington, DC.
   Google Scholar
• Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research and Practice, 13, 204–219.
   Google Scholar
• Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1997). MBSP Basic Reading manual (2nd ed.) Macintosh version [Computer software]. Austin TX: PRO-ED.
   Google Scholar
• Furlong, M., & Karno, M. (1995). [Review of the Social Skills Rating System.] In J. C. Conoley & J. C. Impara (Eds.). The twelfth mental measurements yearbook (pp. 967–969). Lincoln, NE: The Buros Institute of Mental Measurements.
   Google Scholar
• Gallimore, R., Goldenberg, C. N., & Weisner, T. S. (1993). The social construction and subjective reality of activity settings: Implications for community psychology. American Journal of Community Psychology, 21, 537–559.
   PubMed Web of Science ®Google Scholar
• Gerber, M. (2002). A meta-research commentary on MacMillian and Siperstein's “Learning disabilities as operationally defined by schools.” In R. Bradley, L. Danielson, & D. P Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 341–350). Mahwah, NJ: Erlbaum.
   Google Scholar
• Greenwood, C. R. (1996). Research on the practices and behavior of effective teachers at the Juniper gardens children's project: Implications for the education of diverse learners. In D. L. Speece & B. K. Keogh (Eds.), Research on classroom ecologies (pp. 39–79). Mahwah, NJ: Erlbaum.
   Google Scholar
• Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Gresham, F. M., & Witt, J. C. (1997). Utility of intelligence tests for treatment planning, classification, and placement decisions: Recent empirical findings and future directions. School Psychology Quarterly, 12, 249–267.
   Web of Science ®Google Scholar
• Jenkins, J. R., & O'Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, & D. P Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 99–149). Mahwah, NJ: Erlbaum.
   Google Scholar
• Kavale, K. A., & Forness, S. R. (1995). The nature of learning disabilities: Critical elements of diagnosis and classification. Mahwah, NJ: Erlbaum.
   Google Scholar
• Keogh, B. K., & Speece, D. L. (1996). Learning disabilities within the context of schooling. In D. L. Speece & B. K. Keogh (Eds.), Research on classroom ecologies: Implications for inclusion of children with learning disabilities (pp. 1–14). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Li, S., & Zercher, C. (1997, November). Data analysis strategies and issues in mixed method research. Paper presented at the annual conference of the American Evaluation Association, San Diego, CA.
   Google Scholar
• Lipson, M. Y., & Wixson, K. K. (1986). Reading disability research: An interactionist perspective. Review of Educational Research, 56, 111–136.
   Web of Science ®Google Scholar
• MacMillan, D. L., & Siperstein, G. N. (2002). Learning disabilities as operationally defined by schools. In R. Bradley, L. Danielson, & D. P Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 287–333). Mahwah, NJ: Erlbaum.
   Google Scholar
• Mathes, P. G., Grek, M. L., Howard, J. K., Babyak, A. E., & Allen, S. H. (1999). Peer-assisted learning strategies for first-grade readers: A tool for preventing early reading failure. Learning Disabilities Research and Practice, 14, 50–60.
   Google Scholar
• Maughan, B. (1988). School experiences as risk/protective factors. In M. Rutter (Ed.), Studies of psychosocial risk: The power of longitudinal data (pp. 200–220). New York: Cambridge.
   Google Scholar
• McKinney, J. D., Mason, J., Perkerson, K., & Clifford, M. (1975). The relationship between classroom behavior and academic achievement. Journal of Educational Psychology, 67, 198–203.
   Web of Science ®Google Scholar
• Merriam, S. B. (1988). Case study reseach in education: A qualitative approach. San Francisco: Jossey Bass.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• National Reading Panel. (2000). Summary report. Washington, DC: National Institute of Child Health and Human Development.
   Google Scholar
• President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Retrieved July 10, 2002, from http://www.ed.gov/inits/commissionsboards/whspecialeducation.
   Google Scholar
• Rothbart, M. K., & Jones, L. B. (1999). Temperament: Developmental perspectives. In R. Gallimore, L. P. Bernheimer, D. L. MacMillan, D. L. Speece, & S. Vaughan (Eds.), Developmental perspectives on children with high incidence disabilities (pp. 33–53). Mahwah, NJ: Erlbaum.
   Google Scholar
• Salvia, J., & Ysseldye, J. E. (1995). Assessment (6th ed.). Boston: Houghton Mifflin.
   Google Scholar
• SAS Institute Inc. (1999). SAS/STAT user's guide, Version 8. Carey, NC: Author.
   Google Scholar
• Sattler, J. M. (1988). Assessment of children (3rd ed.). San Diego, CA: Author.
   Google Scholar
• Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75–107). Timonium, MD: York Press.
   Google Scholar
• Scarr, S. (1981). Testing for children: Assessment and the many determinants of intellectual competence. American Psychologist, 36, 1159–1166.
   Web of Science ®Google Scholar
• Schatschneider, C., Francis, D. J., Foorman, B. R., Fletcher, J. M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 439–449.
   Web of Science ®Google Scholar
• Share, D. L., McGee, R., & Silva, P. (1989). IQ and reading progress: A test of the capacity notion of IQ. Journal of American Academy of Child and Adolescent Psychiatry, 28, 97–100.
   PubMed Web of Science ®Google Scholar
• Shaywitz, S. E., Shaywitz, B. A., Fletcher, J. M., & Escobar, M. D. (1990). Prevalence of reading disability in boys and girls. Journal of the American Medical Association, 264, 998–1002.
   PubMed Web of Science ®Google Scholar
• Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: The Guilford Press.
   Google Scholar
• Siegel, L. S. (1988). Evidence that IQ scores are irrelevant to the definition and analysis of reading disability. Canadian Journal of Psychology, 42, 201–215.
   PubMed Web of Science ®Google Scholar
• Snow, C., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Speece, D. L., & Shekitka, L. (2002). How should reading disabilities be operationalized? A survey of experts. Learning Disabilities Research & Practice, 17, 118–123.
   Google Scholar
• Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal ofEducational Psychology, 86, 24–53.
   Web of Science ®Google Scholar
• Steubing, 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.
   Web of Science ®Google Scholar
• Torgesen, J. K., & Burgess, S. R. (1998). Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy(pp. 161–188). Mahwah, NJ: Erlbaum.
   Google Scholar
• Torgesen, J. K., & Wagner R. K. (1997). Comprehensive Test of Phonological Processes (norming version). Austin, TX: PRO-ED.
   Google Scholar
• Torgesen, J. K., & Wagner, R. K. (1998). Alternative diagnostic approaches for specific developmental reading disabilities. Learning Disabilities Research & Practice, 13, 220–232.
   Google Scholar
• Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E. R., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579–593.
   Web of Science ®Google Scholar
• 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.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wagner, R. K., Torgesen, J. K., Laughon, N. P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83–103.
   Web of Science ®Google Scholar
• Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–87.
   Web of Science ®Google Scholar
• Wechsler, D. (1974). Wechsler Intelligence Scale for Children—Revised. New York: Psychological Corporation.
   Google Scholar
• Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery-Revised. Chicago: Riverside Publishing Company.
   Google Scholar
• Woodcock, R. W., & Mather, N. (1989/1990). Woodcock-Johnson Revised Tests of Achievement: Examiner's manual. In R. W. Woodcock & M. B. Johnson, Woodcock-Johnson Psycho-Educational Battery—Revised. Chicago: Riverside Publishing Company.
   Google Scholar
• Ysseldyke, J., & Christenson, S. (1993). The Instructional Environment System-II. Longmont, CO: Sopris West.
   Google Scholar