Abstract
This study was designed to compare the diagnostic and prescriptive decisions made by reading specialists, learning disabilities teachers, Title 1 teachers, and classroom teachers about a child experiencing difficulty in reading. The subjects' responses were recorded on a questionnaire and then analyzed for similarity to determine whether or not they identified similar reading skill weaknesses and instructional needs of the child, and whether or not they prescribed similar reading programs for the remediation of the skill weaknesses. Results were that the subjects made very similar diagnostic and prescriptive decisions with the exception of establishing the child's instructional reading level. In this case, the reading specialists and LD and Title 1 teachers tended to recommend easier instructional materials for the child than the classroom teachers recommended.
Published Version
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