Showing papers in "Journal of Learning Disabilities in 2005"
TL;DR: Key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention are highlighted and the presence of reading difficulties seems related to slower progress in many aspects of mathematics.
Abstract: This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored.
775 citations
TL;DR: A analysis of the diverse set of components purported to be encompassed by “number sense” reveals some major differences between the ways in which number sense is defined in the mathematical cognition literature and its definition in the literature in mathematics education.
Abstract: Drawing on various approaches to the study of mathematics learning, Gersten, Jordan, and Flojo (in this issue) explore the implications of this research for identifying children at risk for developing mathematical disabilities. One of the key topics Gersten et al. consider in their review is that of “number sense.” I expand on their preliminary effort by examining in detail the diverse set of components purported to be encompassed by this construct. My analysis reveals some major differences between the ways in which number sense is defined in the mathematical cognition literature and its definition in the literature in mathematics education. I also present recent empirical evidence and theoretical perspectives bearing on the importance of measuring the speed of making magnitude comparisons. Finally, I discuss how differing conceptions of number sense inform the issue of whether and to what extent it may be teachable.
444 citations
TL;DR: Simulated data were used to demonstrate that groups formed by imposing cut-points based on either discrepancy or low-achievement definitions of learning disabilities (LD) are unstable over time.
Abstract: Simulated data were used to demonstrate that groups formed by imposing cut-points based on either discrepancy or low-achievement definitions of learning disabilities (LD) are unstable over time Similar problems were demonstrated in longitudinal data from the Connecticut Longitudinal Study, where 39% of the children designated as having LD in Grade 3 changed group placement with repeated testing in Grade 5 These results show that the practice of subdividing a normal distribution with arbitrary cut-points leads to instability in group membership Approaches to the identification of children as having LD based solely on individual test scores not linked to specific behavioral criteria lead to invalid decisions about individual children Low-achievement definitions are not a viable alternative to IQ-discrepancy definitions in the absence of other criteria, such as the traditional exclusions and response to quality intervention If we accept the premise of multiple classes of low achievers, then we must develop identification systems that are valid and abandon systems whose only merits are their historical precedence and convenience
297 citations
TL;DR: It is suggested that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems.
Abstract: This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, < 1,500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with < 750 g birthweight, 41 with 750—1,499 g birthweight, and 52 controls. The < 750 g group obtained lower scores in math, IQ, and perceptual—organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers an...
222 citations
TL;DR: It is important to identify early signs and predictors of MD to ameliorate and perhaps prevent later MD and to discuss other research in the area, which for the most part supports the arguments and proposals put forward by Gersten et al.
Abstract: The extremely interesting article of Gersten, Jordan, and Flojo (in this issue) discusses the early identification of mathematics difficulties (MD) in children; the importance of early intervention; relationships between mathematical and reading difficulties; and some important early indicators of MD in young children. Perhaps the most important conclusion of the article is that it is important to identify early signs and predictors of MD to ameliorate and perhaps prevent later MD. This commentary will discuss other research in the area, which for the most part supports the arguments and proposals put forward by Gersten et al. In fact, the body of research on MD relevant to early identification and early intervention is not quite as small as is often thought. It is true that far less research has been carried out on mathematical difficulties than on reading difficulties. However, far more has been carried out than is sometimes recognized, possibly because the research has been carried out over a long period, in different countries, and within different disciplines (education, psychology, and neuroscience). People are often unaware of relevant research that has been carried out in other countries, other disciplines, or at an earlier time. This situation has unfortunately limited the scope and application of such research. It should be noted that although the article, this commentary, and much of the research in the area speak of mathematical difficulties, it would be more strictly appropriate to speak of arithmetical difficulties. Mathematics includes many other topics, such as geometry, measurement, and algebra. However, most studies of young children’s MD have dealt mainly with number and arithmetic. This commentary will discuss (a) research on the nature and heterogeneity of MD; (b) research on early screening and intervention; (c) some ongoing research on early predictors of specific mathematical strengths and weaknesses.
216 citations
TL;DR: This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium.
Abstract: This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium. Gerber's paper provides interesting perspectives regarding the alternative approach to identification of learning disabilities (LD) or the "response to intervention" (RTI). Gerber raises questions and concerns about the theoretical and practical aspects of a response-to-intervention model on either a small- or large-scale basis. Guiding questions for this response include an examination of (a) changing roles of teachers and diagnosticians; (b) responsibility for fidelity of treatment implementation; (c) applications in secondary settings; (d) consistency of implementation from local to state to national levels; and (e) differentiation of LD from other disabilities. An alternative to both RTI and present procedures is proposed. Conclusions are discussed with respect to existing research-based evidence.
210 citations
TL;DR: A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.
Abstract: This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.
187 citations
TL;DR: Self-determination perceptions and behaviors of European American, African American, and Hispanic American male adolescents with learning disabilities are examined, indicating that differences within this group of diverse participants were subtle.
Abstract: Transition models include components of student self-determination during transition planning meetings. Researchers acknowledge that cultural identity may influence both transition decisions and self-determination strategies. Yet the appropriateness of these approaches for culturally and linguistically diverse students with learning disabilities (LD) remains unknown. This study examined self-determination perceptions and behaviors of European American, African American, and Hispanic American male adolescents with LD. Data were collected during focus group and individual interviews, observations, and document reviews. Qualitative data analysis provided information about students' behaviors and perceptions during postsecondary transition planning. The findings indicated that differences within this group of diverse participants were subtle. Students identified themselves and family members—rather than teachers—as key players in transition planning. Students perceived that self-determination efforts were thw...
176 citations
TL;DR: A theoretical model of instructional tolerance is described that indicates why standardized protocol RTI strategies, specifically, cannot be achieved at desirable scale without incurring enormous costs.
Abstract: In this paper I comment on recent recommendations that students' responsiveness to instruction (RTI) provides a basis for identification of students as learning disabled. I repeat an earlier argument (Gerber & Semmel, 1985) that teachers embedded in schools are naturally variable in their capacity to respond to differences in students' response to instruction. This fact continues to be the only logical empirical foundation for the construct of learning disability. I describe a theoretical model of instructional tolerance that indicates why standardized protocol RTI strategies, specifically, cannot be achieved at desirable scale without incurring enormous costs.
170 citations
TL;DR: The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter—Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement—III.
Abstract: The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter‐Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement‐III. Furthermore, large effect sizes for growth were found on Letter‐Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities.
158 citations
TL;DR: Growth in first-grade oral reading fluency accounted for the most unique variance in second-grade growth and end-of-year performance, suggesting that wordReading fluency should be regarded as developing concomitantly with early word recognition rather than as a later-developing skill.
Abstract: The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR sample in first and second grade. Large and serious differences in reading fluency growth between the AR and NAR samples were apparent early, replicating other reports. Theories of sight-word learning and reading fluency were supported, in that letter-sound fluency was a uniquely significant predictor of first-grade reading fluency. The effects of phonological awareness and rapid automatized naming were mediated by the other variables in the model. Growth in first-grade oral reading fluency accounted for the most unique variance in second-grade growth and end-of-year performance. The results suggest that word reading fluency should be regarded as developing concomitantly with early word recognition rather than as a later-developing skill.
TL;DR: Overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade are revealed.
Abstract: In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.
TL;DR: It is demonstrated that children with LD had major difficulties in SIP processes and consistent difficulties with the different tasks in the understanding of complex emotions and in higher emotional understanding capabilities, such as understanding that 2 conflicting emotions can be simultaneously experienced.
Abstract: The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7; 35 boys, 15 girls) and 50 children without LD matched on grade, age, and gender. Children analyzed 4 social vignettes using Dodge's SIP model and completed 2 emotional recognition tasks (pictures and stories) and 4 emotional knowledge tasks, such as providing definitions and examples for 5 emotions (e.g., loneliness, pride, embarrassment). Study results demonstrated that children with LD had major difficulties in SIP processes and consistent difficulties with the different tasks in the understanding of complex emotions and in higher emotional understanding capabilities, such as understanding that 2 conflicting emotions (love and hate) can be simultaneously experienced. We discuss the implications of such difficulties for the understanding of social competence in children with LD as well as their implications for social skills intervention.
TL;DR: There is a significant preponderance of boys with RD, although the gender ratio of the affected relatives of those with RD manifests the weakest male bias, and it is demonstrated that potentially confounding factors cannot account for the observed gender bias.
Abstract: Whether boys are more vulnerable than girls to reading disabilities (RD) is controversial. We review studies that were designed to minimize ascertainment bias in the selection of individuals with RD. These include population-based studies that identified children with RD by objective, unbiased methods and studies that examined the gender ratios among the affected relatives of those diagnosed with RD. We conclude that even when ascertainment biases are minimized, there is still a significant preponderance of boys with RD, although the gender ratio of the affected relatives of those with RD manifests the weakest male bias. Furthermore, we demonstrate that potentially confounding factors such as attentional or neurological problems, race, IQ, and severity of RD cannot account for the observed gender bias. We end with a clarion call to future researchers to (a) consider analyzing gender differences by means of more than one definition of RD, (b) compare gender ratios when boys and girls are ranked against the performance of their own gender as opposed to an average across genders, and (c) report group differences in variability and effect sizes of obtained gender ratios.
TL;DR: The relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers is explored.
Abstract: In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling.
TL;DR: The aim of the two studies presented in this article was to examine working memory performance in Dutch children with various subtypes of learning disabilities and, in both studies, the children with RD showed no working memory deficits whatsoever.
Abstract: The aim of the two studies presented in this article was to examine working memory performance in Dutch children with various subtypes of learning disabilities. The performance of children with reading disabilities (RD) was compared to that of children with arithmetic disabilities (AD), children with both reading and arithmetic disabilities (RAD), and chronological age-matched controls (CA). Measures covered the phonological loop, the visuospatial sketchpad, and the central executive. In both studies, the children with RD showed no working memory deficits whatsoever. Children with AD showed a single impairment on the task tapping working memory for dynamic visual information. Children with RAD performed lower only on the digit span backward task. The failure to replicate the expected working memory deficits in children with reading-related disabilities is discussed.
TL;DR: The results showed that deficits in sustained attention were the most pronounced, characterizing most participants with ADHD and deficits in each of the other three functions characterized more than half of these participants.
Abstract: The performance of participants with attention-deficit/hyperactivity disorder (ADHD) relative to control participants was measured on four tasks uniquely assessing the functions of selective attention, executive attention, sustained attention, and orienting of attention. The results showed that deficits in sustained attention were the most pronounced, characterizing most participants with ADHD and deficits in each of the other three functions characterized more than half of these participants. Different participants with ADHD revealed different clusters of attentional deficits. These results call for a revision of leading theories of ADHD that identify the core of the pathology as a sole deficit in executive functions.
TL;DR: The assessment of students for LD must reflect a stronger underlying classification that takes into account relations with other developmental disorders as well as the reliability and validity of the underlying classification and resultant identification system.
Abstract: This article reviews the validity of models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intraindividual differences, and (d) response to instruction for the classification and identification of learning disabilities (LD) Models based on aptitude-achievement discrepancies and intraindividual differences showed little evidence of discriminant validity Low achievement models had stronger discriminant validity but do not adequately assess the most significant component of the LD construct, unexpected underachievement All three of these status models have limited reliability because of their reliance on a measurement at a single time point Models that incorporate response to instruction have stronger reliability and validity but cannot represent the sole criterion for LD identification Hybrid models combining low achievement and response to instruction most clearly capture the LD construct and have the most direct relation to instruction The assessment of students for LD must reflect a stronger underlying classification that takes into account relations with other developmental disorders as well as the reliability and validity of the underlying classification and resultant identification system
TL;DR: Three studies of RTI that investigate the RTI tiers are reviewed, finding that the number of stages or tiers of intervention necessary in the Response to Intervention model is unclear.
Abstract: Response to Intervention (RTI) models have attracted great attention as an alternative to traditional methods used for identifying students with learning disabilities. A major feature of this approach is the implementation of academic interventions in general education and measuring the student's response to those interventions. A common question that needs to be addressed is the number of stages or tiers of intervention necessary in the Response to Intervention model. This article reviews three studies of RTI that investigate the RTI tiers. Sharon Vaughn and Rollanda O'Connor report on studies using the Standard Protocol approach to RTI. David Tilly reports on using the Problem Solving Model as an RTI model. This article summarizes the results of these three investigations.
TL;DR: Issues are discussed regarding what should be done about SLD identification after primary and secondary intervention efforts are proven inadequate for individual children.
Abstract: A broad consensus has been achieved regarding the importance of early primary and secondary interventions for children in academic domains for the purposes of improving overall academic competencies and preventing low achievement that often leads to a diagnosis of specific learning disability (SLD) and long-term special education placement. The characteristics of effective prevention programs generally are well established. The degree to which these programs prevent SLD is uncertain, and the subsequent procedures for determining SLD eligibility are very much at issue. Issues are discussed regarding what should be done about SLD identification after primary and secondary intervention efforts are proven inadequate for individual children.
TL;DR: This article surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. But their focus is on the response-to-intervention (RTI) perspective.
Abstract: This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to intervention. These constructs must be tied to intervention techniques, and their connections must be empirically verified. The response-to-intervention (RTI) perspective provides excellent support for the process in young children but is still developing the process for students above the second grade. This review provides information about the existing research on neurobiological correlates of learning disabilities, possible areas for further evaluation, and the link to the RTI movement.
TL;DR: There are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time, so a better strategy is to more rigorously implement existing identification criteria in a structured psychometric framework.
Abstract: Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. I argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time. Many fundamental issues related to RTI are unresolved, and a better strategy may be to more rigorously implement existing identification criteria (e.g., discrepancy and psychological processing deficits) in a structured psychometric framework. Suggestions on how to modify present procedures are provided.
TL;DR: A study of children's narratives about the relationships between dyslexia and being teased at school and the dynamics between Dyslexia, being bullied, self-esteem, and psychosocial problems reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexian.
Abstract: This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their academic failures. Others, however, concentrate on their academic progress, and their self-esteem seems to be strengthened by fighting against dyslexia.
TL;DR: In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined.
Abstract: In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics.
TL;DR: The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home Literacy activities were significantlyrelated to children's passage comprehension and spelling scores.
Abstract: Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy activities and children's academic functioning was investigated with a sample of 65 elementary-age children with RD. The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home literacy activities were significantly related to children's passage comprehension and spelling scores. However, relationships between home literacy environment and reading may be different for children with and without RD.
TL;DR: The degree of consensus and controversy currently characterizing the state of math learning disabilities research is addressed, with an emphasis on the usefulness of a developmental perspective in appraising this young field.
Abstract: Gersten, Jordan, and Flojo (in this series) review their research on math difficulties, with an emphasis on applying current knowledge to inform practices of early identification and intervention. On a practical level, educators are in dire need of empirically based screening and intervention tools. From a scientific perspective, it is important to recognize the need to clearly define what we seek to identify and remediate, and to acknowledge that we are currently far from achieving this goal despite recent advances in the field. Among the studies reviewed by Gersten et al., as well as other studies by several other researchers, there is much variability in how mathematics difficulties are defined and measured, and even in the terms used to refer to them. I address the degree of consensus and controversy currently characterizing the state of math learning disabilities research, with an emphasis on the usefulness of a developmental perspective in appraising this young field.
TL;DR: This commentary addresses issues concerning (a) the measurement of numbers, letters, and words versus cognitive processes in early screening batteries, and (b) comorbid associations of reading, math, and attention disorders.
Abstract: This commentary addresses issues concerning (a) the measurement of numbers, letters, and words versus cognitive processes in early screening batteries, and (b) comorbid associations of reading, math, and attention disorders. Based on reading prediction studies, assessments that include numbers should be most predictive of math outcomes. However, given the comorbid association of reading, math, and attention disorders, measures sensitive to reading and attention difficulties may be necessary in early screening batteries for math disabilities.
TL;DR: The results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas and the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms.
Abstract: The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the Iowa Test of Basic Skills (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms.
TL;DR: First-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior are described.
Abstract: Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. New measures for identifying students as early as kindergarten who are not acquiring early basic literacy skills make this possible. However, questions regarding exactly how to formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed. This paper describes first-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior, University of Kansas. The formulation of the experimental secon...
TL;DR: The hypothesis that ADHD and dyscalculia are independently transmitted in families and are etiologically distinct is supported and the need for separate identification and treatment strategies for children with both conditions is underscore.
Abstract: The familial relationship between dyscalculia and attention-deficit/hyperactivity disorder (ADHD) was assessed. We conducted a familial risk analysis using probands with and without ADHD of both genders and their first-degree relatives. Participants were assessed with structured diagnostic interviews and a cognitive test battery. We found elevated rates of ADHD in relatives of both ADHD proband groups, regardless of dyscalculia status, and elevated rates of dyscalculia in relatives of probands with dyscalculia, irrespective of ADHD status. There was no evidence for cosegregation or assortative mating. Our findings support the hypothesis that ADHD and dyscalculia are independently transmitted in families and are etiologically distinct. These results reinforce the current nosological approach to these disorders and underscore the need for separate identification and treatment strategies for children with both conditions.