Dyslexia Marker Variables

Spagna, Michael E.

doi:10.1177/074193259801900505

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…Given that the discrepancy method is thought to better represent the essence of LD, despite many psychometric flaws, it is recommended that this method should be used as the yardstick by which success of a cognitive deficits approach is measured. The idea of utilising positive cognitive indicators as a method of LD identification is not new (e.g., Nicolson, 1996; Spagna, 1998). However, what is urgently needed now is a framework detailing the deficits that accurately predict LD.…”

Section: Discussionmentioning

confidence: 99%

Revisiting Discrepancy Theory in Learning Disabilities: What Went Wrong and Why We Should Go Back

Callinan

Cunningham

Theiler

2012

Aust. j. guid. couns.

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The rise in popularity of Response to Intervention (RTI) as a method of identifying Learning Disabilities (LD) is partially due to the psychometric and theoretical issues inherent to the use of IQ tests in the once popular discrepancy method of identification. However, both RTI and discrepancy theories have their shortcomings, and criticisms directed at either method are usually applicable to both. This conceptual article puts forward a justification for using tests of the cognitive processes that are implicated in LD as a better method of LD identification. Although the unsuitability of the discrepancy method to accurately identify LD students is well established, it does represent the construct of LD well. Therefore, the discrepancy method can be used as an effective baseline measure against which improved identification procedures based on cognitive processes can be measured. Once these cognitive processes are more clearly defined, tests of these processes offer promise for LD identification.

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Section: Discussionmentioning

confidence: 99%

Revisiting Discrepancy Theory in Learning Disabilities: What Went Wrong and Why We Should Go Back

Callinan

Cunningham

Theiler

2012

Aust. j. guid. couns.

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Pharmacological Intervention Research for Academic Outcomes for Students with ADHD

Ryan

Reid

Epstein

et al. 2005

Behavioral Disorders

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This study reviews the status and trends of pharmacological intervention research focused on the academic functioning of children and adolescents with attention deficit hyperactivity disorder (ADHD). Forty-two studies involving 1,668 participants were included in the review. Results indicated: (1) information on participants is limited; (2) relatively few studies have investigated the effects of psychotropic medications among adolescent populations; (3) the types of medications investigated are limited; (4) dependent measures are often lacking in sophistication (i.e., number of math problems correct); (5) treatments have been limited to short-term interventions; and (6) medication-type interventions resulted in a moderate beneficial effect across academic subject areas for children and adolescents with ADHD.

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Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005

Griffith

Trout

Hagaman

et al. 2008

Behavioral Disorders

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This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.

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Dyslexia Marker Variables

Cited by 3 publications

References 22 publications

Revisiting Discrepancy Theory in Learning Disabilities: What Went Wrong and Why We Should Go Back

Revisiting Discrepancy Theory in Learning Disabilities: What Went Wrong and Why We Should Go Back

Pharmacological Intervention Research for Academic Outcomes for Students with ADHD

Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005

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