Identifying Specific Learning Disability
- 1 November 2005
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 38 (6), 553-562
- https://doi.org/10.1177/00222194050380061201
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.Keywords
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