Assessment and identification of learning disabilities

Farris, Emily A.; Alexander, Erin E.; Odegard, Timothy N.

doi:10.1016/b978-0-12-815755-8.00001-0

Cited by 6 publications

(3 citation statements)

References 48 publications

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“…These primary defining characteristics were considered relative to exclusionary criteria that varied from study to study. This approach to the identification of dyslexia is outmoded in light of the current understanding of best practices for the identification of learning disabilities (for reviews, see Farris et al, 2020; Fletcher et al, 2018).…”

Section: Dyslexia Specific State Legislationmentioning

confidence: 99%

Characteristics of Students Identified With Dyslexia Within the Context of State Legislation

et al. 2020

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All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better understand this apparent mismatch, this study explores factors that might predict the school-assigned identification of individuals with dyslexia. Deidentified data on 7,947 second-grade students in 126 schools from one U.S. state included a universal screening measure of literacy skills indicative of dyslexia (i.e., reading and spelling), school-assigned dyslexia classification, and demographic characteristics. As expected, behavioral characteristics of dyslexia from universal screening were associated with school-assigned dyslexia classification. However, dyslexia classification was less likely for minority students and individuals attending schools with a higher percentage of minority students. Students who showed behavioral characteristics of dyslexia and attended schools with a higher proportion of other students with similar poor literacy skills were more likely not to receive a school-assigned dyslexia classification. The findings suggest systematic demographic differences in whether a student is identified with dyslexia by schools even when using universal screening.

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Section: Dyslexia Specific State Legislationmentioning

confidence: 99%

Characteristics of Students Identified With Dyslexia Within the Context of State Legislation

et al. 2020

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“…The accuracy and reliability of diagnostic decisions are improved with the use of multiple indicators of risk rather than relying on a sole criterion (e.g., IQ-achievement discrepancy, low achievement: Miciak & Fletcher, 2020). Multicomponential or hybrid methods reduce measurement error by incorporating multiple indicators that span various types of predictive relationships with the outcome (Farris et al, 2020; Miciak & Fletcher, 2020; Spencer et al, 2014). These models hinge on the core characteristics of dyslexia—difficulties with accurate and/or fluent word reading and spelling—and build off causal models as to what gives rise to underachievement.…”

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confidence: 99%

Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With Dyslexia

et al. 2021

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Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response, particularly in routine intervention settings. The current study addressed whether indicators of dyslexia risk as outlined by hybrid diagnostic models predict response in children who received Tier 3 dyslexia intervention in their schools. The program’s efficacy has been previously documented in remediating reading abilities in children with dyslexia. Data were examined from 115 elementary-aged children who received routine Tier 3 dyslexia intervention in their schools. Logistic regression revealed powerful effects of preintervention fluency and gender in predicting response, with weaker effects of decoding and rapid naming. Attention-deficit/hyperactivity disorder status also played a role in predicting response. Phonological awareness and listening-reading comprehension discrepancy did not predict response. Profile analyses indicated near- and far-transfer of skill for the adequate response group, whereas growth in the poor response group was limited to near-transfer. Findings support a continuum of severity that may be associated with less robust growth and generalization over the course of the intervention.

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“…Research conducted by Boudelaa, Perrea & Carreiras (2020) has a focus on the visual, auditory, and motor domains in learning the Arabic alphabet and also the allography. Relevant research by Farris, Alexander & Odegard (2020) discussed the assessment and identification of disability learning which concludes that the use of hybrid models in the process of identifying and integrating each outcome of assessment with planning learning targets. Relevant previous research by Lestari & Zulmiyetri (2019) the use of instructional video media for children with special needs concluded that the application of instructional video media can improve the ability to read nouns in children with special needs.…”

Section: Introductionmentioning

confidence: 99%

The Learning of Arabic Alphabets for Special Needs Students in Elementary School

Rachmayanti

Alatas

2020

JIz

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This research was motivated by the learning of Arabic letters in students with special needs as a basic stage of learning Arabic and the Qur’an. This study aimed to describe the learning of Arabic letters in students with special needs in elementary school Campurdarat Tulungagung East Java Indonesia.This type of research was descriptive qualitative. Data collection techniques by interview, observation, and documentation. Sources of data in this study were principals, teachers, students with special needs, and documents. The results of this study were descriptions of the learning of Arabic letters for students with special needs in elementary schools. (1) Learning planning included promissory notes, syllabus, and lesson plans like schools in general. (2) The implementation of learning included teaching materials with Islamic handbooks while learning methods included alphabetical methods, demonstrations, recitation, and lectures dominated by sign language, while the learning media included cards and Juz ‘Amma. (3) Evaluation of learning included evaluation of processes and results that show students with special abilities can identify Arabic letters, but difficulties in pronunciation.

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Assessment and identification of learning disabilities

Cited by 6 publications

References 48 publications

Characteristics of Students Identified With Dyslexia Within the Context of State Legislation

Characteristics of Students Identified With Dyslexia Within the Context of State Legislation

Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With Dyslexia

The Learning of Arabic Alphabets for Special Needs Students in Elementary School

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