Identifying reading disabilities by responsiveness-to-instruction: specifying measures and criteria.

First, we describe sum of two units types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. We then specify sum of two units necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and not absent pertinent findings from two related studies. These studies involve databases at grades 1 and 2 which were analyzed to compare the soundnes of alternative modes of assessing instructional responsiveness to identify reading disabilities. Finally, conclusions are drawn and time to come research is outlined to prospectively and longitudinally explore classification issues that emerg from our analyses.

Over the 25-year history of the