Lynn S. Fuchs

TL;DR: In this article, the authors consider oral reading fluency as an indicator of overall reading competence and provide a historical analysis of the extent to which oral readingfluency has been incorporated into measurement approaches during the past century.

TL;DR: In the Individuals with Disabilities Education Improvement Act (IDEA) 2004, the revised law is different from the previous version in at least one important respect as discussed by the authors, whereas practitioners were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities (LD), they now may use Response to Intervention, or RTI, a new, alternative method.

TL;DR: In this article, the authors present quality indicators for experimental and quasi-experimental studies for special education, intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research.

TL;DR: A response-to-instruction approach to learning disabilities identification is discussed in this article, where the potential benefits include identification of students based on risk rather than deficit, early identification and instruction, reduction of identification bias, and linkage of identification assessment with instructional planning.

TL;DR: This paper reviewed the literature on effective instructional methods for reading comprehension for students with learning disabilities and concluded that the increased use of socially mediated instruction, the need to teach multiple strategies to students to improve comprehension, and controversies in how important it is to explicitly teach specific strategies versus merely providing flexible frameworks to structure dialogue on texts read.