Identification of learning disabilities : research to practice
By Renée Bradley, L. Danielson, D. Hallahan. 2002
367 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Safety Research
View Paper: https://www.semanticscholar.org/paper/08b90cac3753ede6df76d9d271c8d965570d8255
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- A. Hollenbeck
- S. Vaughn
- Douglas Fuchs
- Sylvia Linan-Thompson
- K. Kavale
- Caresa L. Young
- J. Kauffman
- John L. Hosp
In Safety Research
- S. Vaughn
- Sylvia Linan-Thompson
- Douglas Fuchs
- Caresa L. Young
- D. Francis
- J. Kauffman
- K. Kavale
- A. Hollenbeck
Citations in the corpus
- State SLD Identification Policies and Practices (2004, background): “In these approaches, consensus has emerged around two concepts, abandonment of severe discrepancy and adoption of response-to-treatment (Bradley et al., 2002), typically involving focused smallgroup interventions within general education (Vaughn & Linan-Thompson, & Hickman, 2003), often guided by pr”
- Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal (2005, background): “The lack of attention to context and the implementation of alternative discrepancy models means that IQachievement differences are often not provided the opportunity to identify underachievers, a necessary component of SLD identification (MacMillan & Siperstein, 2002).”
- On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction (2006, methodology): “Learning Disabilities Research and Practice, 12, 29–39.”
- Teaching English Language Learners at Risk for Reading Disabilities to Read: Putting Research into Practice (2005, background): “…including concerns about who is going to monitor students’ progress and provide appropriate interventions to determine whether students qualify for special education (see Bradley, Danielson, & Hallahan, 2002; Fuchs, 2003; Fuchs, Mock, Morgan, & Young, 2003; Vaughn & Fuchs, 2003 for reviews).”
- Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct (2003, background): “Department of Education (2002; Bradley et al., 2002); and the President’s Commission on Excellence in Special Education (2002).”
- The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention (2011, background): “…may not yield the information needed to distinguish students who continue to struggle despite quality instruction, an indicator of a learning disability (García & Ortiz, 2008; Ortiz, 1997, 2002) from those whose low scores reflect inadequate opportunities to learn (MacMillan & Siperstein, 2002).”