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ERIC Number: EJ1128794
Record Type: Journal
Publication Date: 2017-Mar
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0829-5735
Clinical Reasoning in the Assessment and Intervention Planning for a Reading Disability
Sotelo-Dynega, Marlene
Canadian Journal of School Psychology, v32 n1 p87-100 Mar 2017
The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and Flanagan, Ortiz, and Alfonso's Dual Discrepancy/Consistency Operational Definition of Specific Learning Disabilities will serve as the decision-making model for diagnosis. The reader will be guided through the author's conceptualization of this case and suggestions for intervention will be discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Cognitive Ability; Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A