Reliable and valid classifications of LD, with direct implications for identification of students with
significant reading disabilities, including models that incorporate response to intervention.
Not exact matches
Although impaired
reading can cause
significant disability, few studies have focused on the cognitive components of
reading.
The four elements posit LD as: 1) heterogeneous; 2) intrinsic or neurobiological; 3) marked by a
significant discrepancy between learning potential (measured intelligence) and academic performance (measured skills in
reading, writing, mathematics, and oral language); and 4) not caused by cultural, educational, environmental, or economic factors or by other
disabilities (such as mental deficiency, visual or hearing impairments, or emotional disturbance).
One student with a
significant disability who struggles with decoding is responsible for
reading only 30 underlined words during this partner
read.
Proposed Symposium Title: Innovations in CBM: Developments in writing, social studies,
reading, secondary schools, and for students with
significant cognitive
disabilities
With two years of
significant growth in
reading proficiency, students with
disabilities are making the lion's share of improvements in students scoring at the advanced level.
«Learning
disabilities is a generic term that refers to a heterogeneous group of disorders manifested by
significant difficulties in the acquisition and use of listening, speaking,
reading, writing, reasoning, or mathematical abilities.