Identification and Evaluation of Learning Disabilities: The School Team’s Guide to Student Success

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Evelyn S. Johnson & Anne B. Clohessy

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  • Front Matter
  • Back Matter
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  • Copyright

    Publisher’s Acknowledgments

    Corwin gratefully acknowledges the contributions of the following reviewers:

    • Renee Bernhardt
    • EdS Curriculum and Instruction
    • Cherokee County School District
    • Canton, GA

    About the Authors

    Dr. Evelyn S. Johnson and Dr. Anne B. Clohessy have extensive experience working with students with learning disabilities. Dr. Johnson is currently professor of special education at Boise State and the executive director of Lee Pesky Learning Center. Prior to this, she worked for the National Research Center for Learning Disabilities and the National Center for Response to Intervention on issues related to LD identification. As clinical director of Lee Pesky Learning Center, Dr. Clohessy has been serving people with learning disabilities for 15 years, and during that time, she has conducted more than 1,600 psychoeducational evaluations. Over the last five years, the authors have been working with the state of Idaho on specific learning disability (SLD) eligibility determination that includes response to intervention (RTI) data with a comprehensive evaluation. This work in RTI and SLD determination has been shared in a variety of publications, including two books published by Corwin on RTI as well as Module 6 of the NCLD RTI Action Network’s Field Guide to RTI Implementation Online Learning Modules.

  • References

    Chapter 1
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    Johnson, E., Byrd, S., & Mellard, D. (2005). Alternative models to LD identification: Considerations and initial conclusions. Journal of Learning Disabilities, 38, 569571.
    Johnson, E. S., Carter, D. R., & Pool, J. L. (2013). Introduction to the special issue: The critical role of a strong Tier 2 system. Intervention in School and Clinic, 48(4), 195197.
    Johnson, E. S., Humphrey, M. J., Mellard, D. F., Woods, K., & Swanson, H. L. (2010). Cognitive processing deficits and specific learning disabilities: A meta-analysis. Learning Disabilities Quarterly, 33(1), 318.
    MacMillan, D. L., & Siperstein, G. N. (2002). Learning disabilities as operationally defined by schools. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 287333). Mahwah, NJ: Lawrence Erlbaum.
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    Chapter 2
    Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and individual differences, 18(3), 296307.
    Compton, D. L., Fuchs, L. S., Fuchs, D., Lambert, W., & Hamlett, C. (2012). The cognitive and academic profiles of reading and mathematics learning disabilities. Journal of Learning Disabilities, 45(1), 7995. doi: http://dx.doi.org/10.1177/0022219410393012
    Fuchs, L. S., Fuchs, D., Stuebing, K., Fletcher, J. M., Hamlett, C. L., & Lambert, W. (2008). Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition? Journal of Educational Psychology, 100(1), 3047.
    Fuchs, D., Mock, D., Morgan, P., & Young, C. (2003). Responsiveness-to-intervention: Definitions, evidence and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157171.
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    Johnson, E. S., Carter, D. R., & Pool, J. L. (2013). Introduction to the special issue: The critical role of a strong Tier 2 system. Intervention in School and Clinic, 48(4), 195197.
    Johnson, E. S., Humphrey, M. J., Mellard, D. F., Woods, K., & Swanson, H. L. (2010). Cognitive processing deficits and specific learning disabilities: A meta-analysis. Learning Disabilities Quarterly, 33(1), 318.
    Johnson, E., Mellard, D. F., & Byrd, S. (2006). Challenges with SLD determination: What is the SLD problem? Teaching Exceptional ChildrenPlus, 3(1).
    Johnson, E. S., Semmelroth, C., Mellard, D. F., & Hopper, G. (2012). Using RTI within a comprehensive SLD evaluation: A review of a state’s first year’s efforts. Learning Disabilities: A Contemporary Journal, 10(2), 116.
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    MacMillan, D. L., & Siperstein, G. N. (2002). Learning disabilities as operationally defined by schools. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 287333). Mahwah, NJ: Lawrence Erlbaum.
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    Chapter 3
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    Chapter 5
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    Chapter 6
    Cepeda, N. J., & Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009). Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology, 56(4). doi: http://dx.doi.org/10.1027/1618–3169.56.4
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    Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23(2), 6369.
    Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, automaticity, vocabulary, elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33(4), 375386.
    Chapter 7
    Cortiella, C. (2011). The state of learning disabilities. New York, NY: National Center for Learning Disabilities.
    Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 113.

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