The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to Intervention paradigm. When gifted status is tentatively defined as high performance (i.e., 84th percentile and higher) on a Monitoring Instructional Responsiveness reading probe, 5.48% of students exhibited deficits in (math) performance consistent with a significant discrepancy between reading and math (i.e., reading score – math score); 4.83% exhibited a discrepancy in reading (i.e., math score – reading). These values are based on observed scores using the following formula to define a discrepancy: 1.5(SD) × SEe. Only 2.1% exhibited a math discrepancy and 1.13% a reading discrepancy based on predicted scores, which takes regression to the mean into account. Using various cut score criteria, practitioners can select from less than 1% to about 10% for screening purposes. When using predicted (rather than observed) scores and more stringent cut score criteria, percentages decline, as expected. Recommendations for using this process for screening are provided, as are implications for best practice, particularly the impact of using more or less conservative criteria for screening twice exceptional students.

Participants (115 low-socioeconomic-status [SES], inner-city, high-school students) were exposed to three reading conditions: (1) a control condition in which students silently read brief selected passages; (2) an experimental condition in which students were prompted to perform a three-part (Ask, Read, and Tell [ART]) comprehension enhancement exercise before, during, and after reading the selected passages; and (3) another experimental condition in which ART was followed by peer discussion (PD) of the reading. Students answered 10 comprehension questions after reading passages under each condition, which served as the dependent variable. Results of a repeatedmeasures analysis of variance revealed a significant main effect, and follow-up analysis showed significantly higher levels of comprehension on ART + PD passages relative to either the control or ART passages. Discussion focuses on using PD to enhance comprehension and future research to determine which combination of intervention components are necessary to occasion enhanced comprehension. C 2010 Wiley Periodicals, Inc.Proficient reading is thought to develop via a hierarchical process of skill development that includes phonemic awareness, phonics, fluency, vocabulary, and comprehension (

No abstract

No abstract

Sight-word interventions are often implemented when students show delays in word recognition. However, few studies have investigated the effects of teaching sight words using phrases. The current study investigated the effects of a tablet-based flashcard intervention on the acquisition of sight phrases. A multiple-baseline design across word sets was used for two students with intellectual disability who were included in the general education classroom for the majority of the day. For each phrase, students used an iPad flashcard program and were prompted to see the phrase, say the phrase, tap the screen to hear the phrase, and then say the phrase again before moving on to the next phrase. Results showed that both students quickly acquired the ability to read the previously unknown sight phrases across three different sets of phrases. Discussion focuses on using tablet-based interventions for students with intellectual disability, particularly those included within a general education classroom.