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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ671457
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0014-4029
Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities.
Vaughn, Sharon; Linan-Thompson, Sylvia; Hickman, Peggy
Exceptional Children, v69 n4 p391-409 Sum 2003
Forty-five second-grade students with reading problems were provided supplemental reading instruction and assessed after 10 weeks. Those who did not meet exit criteria received 20 more weeks of instruction, were tested again, and then given 10 additional weeks. Pretest scores on fluency, passage comprehension, and rapid naming were performance predictors. (Contains references.) (Author/CR)
Descriptors: Early Identification, Elementary Education, Grade 2, High Risk Students, Predictor Variables, Reading Comprehension, Reading Difficulties, Reading Instruction
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Naming Speed