NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019713
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0022-2194
Intervention Effects for Students with Comorbid Forms of Learning Disability: Understanding the Needs of Nonresponders
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.
Journal of Learning Disabilities, v46 n6 p534-548 Nov-Dec 2013
In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether comorbid disorder represents an LD subtype distinct from RD or from MD, which requires differentiated forms of intervention. Our analysis suggested that students with comorbid LD respond differently than those with MD, depending on the nature of mathematics intervention, and may therefore represent a distinctive subtype. By contrast, students with RD appear to respond to intervention in similar ways, regardless of whether they experience RD alone or in combination with MD. Results also suggest that distinctions between comorbid and single-order LD may depend on whether LD is defined in terms of lower- versus higher-order academic skill. Recommendations for future study are provided.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Grade 3; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Test of Language Development; Woodcock Diagnostic Reading Battery
IES Funded: Yes
Grant or Contract Numbers: R324A090052