Integration of response to intervention and norm-referenced tests in learning disability identification: Learning from the Tower of Babel

Significant limitations in research on learning disability (LD) have included failure to incorporate well‐validated guiding theories, use of vague or nonspecific operational definitions, and lack of a systematic framework and common terminology for LD identification. Difficulties in communication am...

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Veröffentlicht in:	Psychology in the schools 2006-09, Vol.43 (7), p.807-825
Hauptverfasser:	Flanagan, Dawn P., Ortiz, Samuel O., Alfonso, Vincent C., Dynda, Agnieszka M.
Format:	Artikel
Sprache:	eng
Schlagworte:	Assessment Cognitive Ability Definitions Diagnosis Disability Identification Identification Interventions Learning Disabilities Norm Referenced Tests Outcomes of Education Psychometrics Researchers School psychology
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