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Direct linkBurns, Matthew K.; Young, Helen; McCollom, Elizabeth M.; Stevens, Mallory A.; Izumi, Jared T. – Learning Disability Quarterly, 2022
A skill-by-treatment interaction (STI) isolates skill deficits and manipulates conditions to match them to student needs. Based on the learning hierarchy, preintervention scores can help predict which intervention will be most successful for an individual student. This study compared the efficacy of a modeling and practice-based decoding…
Descriptors: Kindergarten, Young Children, Grade 1, Elementary School Students
Maki, Kathrin E.; Burns, Matthew K.; Sullivan, Amanda L. – Learning Disability Quarterly, 2018
Many school psychologists spend a large portion of their time conducting evaluations for special education, but school psychologists' confidence in learning disability (learning disability[ies] [LD]) identification has not been examined experimentally. This study examined differences in 376 school psychologists' confidence in their identification…
Descriptors: School Psychologists, Learning Disabilities, Disability Identification, Decision Making
Burns, Matthew K.; VanDerHeyden, Amanda M.; Duesenberg-Marshall, McKinzie D.; Romero, Monica E.; Stevens, Mallory A.; Izumi, Jared T.; McCollom, Elizabeth M. – Learning Disability Quarterly, 2023
Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the…
Descriptors: Dyslexia, Screening Tests, At Risk Students, Reading Difficulties
