On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction

By Douglas Fuchs, Caresa L. Young. 2006

89 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/42ffd09aa0784c9d90cf19d4db242cca4da7d2a3

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

1. Randy J. Bachmeier
2. Gretchen B. LeFever
3. J. Kauffman
4. K. Kavale

In Statistics and Probability

1. Randy J. Bachmeier
2. Gretchen B. LeFever
3. J. Kauffman
4. K. Kavale

Citations in the corpus

• The Changing Education Landscape: How Special Education Leadership Preparation Can Make a Difference for Teachers and Their Students With Disabilities (2010, background): “Instructional practices, now advocated through federal policy and legislation, are creating a sea change for all educational professionals who work with students in inclusive school settings (Fuchs & Young, 2006).”
• Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification (2008, background): “Although the vision of the anointed suggests intelli gence tests are irrelevant (D. Fuchs & Young, 2006), the value of modern tests of cognitive processing is found in their ability both to predict academic performance (Naglieri & Bornstein, 2003), and to identify processing strengths and…”