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.
Copyright
2007, Odell George Vining
Recommended Citation
Vining, Odell George, "RESPONSE OUTCOMES OF LOW ACHIEVING STUDENTS AND STUDENTS WITH LEARNING DISABILITIES" (2007). Dissertations. 1328.
http://aquila.usm.edu/dissertations/1328
Included in
Educational Psychology Commons, School Psychology Commons, Special Education and Teaching Commons