Reliability and Validity of Screening Test for At-Risk Students for Learning Disabilities: Curriculum-Based Assessment of Vocabulary

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

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Mastery Learning in the Regular Classroom: Help for At-Risk Students with Learning Disabilities

Teaching Exceptional Children ◽

10.1177/004005999502700204 ◽

1995 ◽

Vol 27 (2) ◽

pp. 15-18 ◽

Cited By ~ 3

Author(s):

Thomas R. Guskey ◽

Perry D. Passaro ◽

Wayne Wheeler

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Mastery Learning ◽

At Risk Students ◽

Regular Classroom ◽

Students With Learning Disabilities

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Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction

Remedial and Special Education ◽

10.1177/074193259902000102 ◽

1999 ◽

Vol 20 (1) ◽

pp. 7-18 ◽

Cited By ~ 21

Author(s):

Jennifer A. McCleery ◽

Gerald A. Tindal

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Instructional Practices ◽

Scientific Method ◽

Explicit Instruction ◽

At Risk Students ◽

Classroom Observations ◽

Students With Learning Disabilities ◽

Classroom Activities ◽

Hands On

Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to guide classroom activities. A combination of classroom observations and problem-solving tasks yielded significant differences between students taught with this enhanced approach over that achieved when instruction simply provided hands-on constructivistic activities not anchored to concepts or not explicitly delivered through rules.

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“With an LD you’re always mediocre and expect to be mediocre”: Perceptions of Adults Recently Diagnosed with Learning Disabilities

Exceptionality Education International ◽

10.5206/eei.v19i1.7637 ◽

2009 ◽

Vol 19 (1) ◽

Cited By ~ 1

Author(s):

Cheryll Duquette ◽

Stephanie Fullarton

Keyword(s):

High School ◽

At Risk ◽

Learning Disabilities ◽

Qualitative Study ◽

Learning Disability ◽

At Risk Students ◽

High School Diploma ◽

Employment Opportunities ◽

Entry Level

The purpose of this qualitative study was to examine the educational and em-ployment experiences of 10 adults who had recently been diagnosed as having a learning disability. Seven of the participants eventually obtained a high school diploma or the equivalent and they all had held a variety of entry-level jobs. The participants felt that having an undiagnosed learning disability had negatively af-fected their past, present, and future educational and employment opportunities. The importance of a caring adult to advocate on behalf of at-risk students and a set of goals, skills, and abilities that should be developed while in school emerged from the findings.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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