Date of Award

Fall 12-2007

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Committee Chair

Dr. D. Joe Olmi

Committee Chair Department

Psychology

Committee Member 2

Dr. Daniel Tingstrom

Committee Member 2 Department

Psychology

Committee Member 3

Dr. Heather Sterling-Turner

Committee Member 3 Department

Psychology

Committee Member 4

Dr. Sara Jordan

Committee Member 4 Department

Psychology

Committee Member 5

Dr. Brad Dufrene

Committee Member 5 Department

Psychology

Abstract

Response-To-Intervention (RTI) has emerged as a viable, research-based alternative to the IQ-Achievement (IQ-A) model for identifying students with learning disabilities. This study compared the treatment effects of a reading intervention package on low achieving (LA) students to students with learning disabilities (LD) as identified by an IQ-A discrepancy. Six, 3rd-grade students were screened and placed into dyads consisting of one student classified as LD and one student categorized as LA. The findings of this study were inconclusive in evidencing either LA or LD students as consistently increasing reading fluency at a greater rate than members of their respective dyad when an empirically supported reading intervention was implemented. The research study is consistent with previous literature suggesting that no uniform and meaningful difference exists between students identified as LA or LD.

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