scholarly journals An Evidence-Based Analysis of Self-Regulated Strategy Development Writing Interventions for Students with Specific Learning Disabilities

2015 ◽  
Vol 16 (1-2) ◽  
Author(s):  
Areej Alharbi ◽  
Brittany L. Hott ◽  
Beth A. Jones ◽  
Harvetta R. Henry
Keyword(s):  
Learning Disabilities ◽  
Single Case ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Strategy Development ◽  
Inclusion Criteria ◽  
Writing Interventions ◽  
School Aged Children ◽  
Overlapping Data ◽  
Specific Learning

AbstractBackground: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting.Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development SRSD) for students with specific learning disabilities.Method: Percentage of non-overlapping data PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria.Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% - 100%) and mean PEM (0.98, Range = 0.91 - 1.00) suggest that SRSD writing interventions are effective to highly effective.Conclusions: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.

Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives

1979 ◽  
Vol 2 (4) ◽  
pp. 25-31 ◽  
Author(s):  
Bob Algozzine ◽  
Charles Forgnone ◽  
Cecil Mercer ◽  
John Trifiletti
Keyword(s):  
United States ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Significant Discrepancy ◽  
Severe Discrepancy ◽  
Specific Learning

According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed.

scholarly journals A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities

2018 ◽  
Vol 6 (3) ◽  
pp. 36 ◽  
Author(s):  
A. Beaujean ◽  
Nicholas Benson ◽  
Ryan McGill ◽  
Stefan Dombrowski
Keyword(s):  
Learning Disabilities ◽  
Test Scores ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Related Services ◽  
Consistency Model ◽  
Iq Scores ◽  
Specific Learning

The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy/Consistency (DD/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD/C evidence indicates it cannot currently be classified as an evidence-based method for identifying individuals with a SLD. We show that the DD/C method is unsound for three major reasons: (a) it requires test scores have properties that they fundamentally lack, (b) lack of experimental utility evidence supporting its use, and (c) evidence supporting the inability of the method to identify SLD accurately.

Identification and Overidentification of Specific Learning Disabilities (Dyslexia) in Greece

2009 ◽  
Vol 32 (2) ◽  
pp. 55-69 ◽  
Author(s):  
Dimitris Anastasiou ◽  
Stavroula Polychronopoulou
Keyword(s):  
United States ◽  
Learning Disabilities ◽  
Diagnostic Procedures ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Special Education Services ◽  
The Social ◽  
Legal Document ◽  
Specific Learning ◽  
Of Greece

The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6–18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Greek governments seem to be partly justified by the phenomenon of a disproportionate percentage of students with dyslexia in secondary schools, when compared with that in elementary schools. This seems paradoxical, considering that the inadequacies in supportive special education services are much greater in the secondary-level education system. This finding was analyzed in terms of the legal and social actualities of Greece. Finally, a comparison between the Greek situation and the specific learning disabilities reality in the United States revealed differences regarding the issue of identification as well as similarities in the social factors that lead to distortions of the diagnostic procedures.

scholarly journals Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

2017 ◽  
Vol 8 (3) ◽  
pp. 441 ◽  
Author(s):  
Joshua B. L. Tolbert
Keyword(s):  
Learning Disabilities ◽  
Foreign Language ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Learning Needs ◽  
Assessment Practices ◽  
The Individual ◽  
Specific Learning

Students with specific learning disabilities (SLDs) continue to be more likely to experience anxiety about learning a foreign language, and possibly less likely to enroll in foreign language courses at all. As schools become more inclusive and more aware of diverse learning needs, it is important to be cognizant of how the individual needs of students with SLDs may relate to classroom instruction and assessment practices. What follows is a discussion of assessment practices, with an emphasis on diagnostic and formative assessment in the context of teaching students with SLDs. Given the prevalence of mobile phones and other devices in contemporary classrooms, a strong emphasis on the role of online polling resources plays a prominent role in this discussion. Specific examples of instructional activities which align with assessments are also provided, as part of a selective literature review intended to connect larger topics in language instruction to the typical needs of students with specific learning disabilities. The perspective of the discussion pertains primarily to students with SLDs in the United States, where the vast majority of foreign language instruction occurs in the middle and secondary grades.

A national survey of school psychologists’ practices in identifying specific learning disabilities.

2020 ◽  
Vol 35 (2) ◽  
pp. 146-157 ◽  
Author(s):  
Nicholas F. Benson ◽  
Kathrin E. Maki ◽  
Randy G. Floyd ◽  
Tanya L. Eckert ◽  
John H. Kranzler ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
National Survey ◽  
Specific Learning Disabilities ◽  
Specific Learning
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