Abstract
First, we describe two types of assessment (problem solving and standard treatment protocol) within a “responsiveness-to-instruction” framework to identify learning disabilities. We then specify two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from two related studies. These studies involve databases at grades 1 and 2, which were analyzed to compare the soundness of alternative methods of assessing instructional responsiveness to identify reading disabilities. Finally, conclusions are drawn and future research is outlined to prospectively and longitudinally explore classification issues that emerged from our analyses.
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