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Dissertations / Theses on the topic 'Specific Learning Disabilities (SLD)'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

Manfroi, Martina <1996&gt. "Evaluation in Foreign Language Teaching: strategies for students with specific learning disabilities (SLD)." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/18130.

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La valutazione è un processo complesso che spesso crea discrepanze della scuola di tutti i giorni. Le difficoltà aumentano quando gli insegnanti si trovano a dover valutare studenti con disturbi specifici del linguaggio (DSA). Nel seguente elaborato, andrò inizialmente ad esplorale come viene attuato il processo valutativo, analizzando le tecniche impiegate dagli insegnanti e focalizzandoci su come queste vengono declinate nei confronti di uno studente con DSA. Oltre alla parte teorica, nella seconda parte verrà presentato uno studio di caso realizzato in collaborazione con la scuola superior

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2

Sims-Cutler, Kristin M. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/403.

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Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predic

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3

Edwards, Sean Elbert. "Using Video Prompting to Teach Math Skills to Adolescent Students with Specific Learning Disabilities (SLD) via iPad." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5247.

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A plethora of research exists suggesting video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. This study used a single subject multiple-baseline-across-subjects design to evaluate if a VP intervention on a functional, academic math skill had similar effects for adolescent students with mild/moderate specific learning disabilities (SLD). Five high school students (three female and two male) aged 16-17 viewed the video on an iPad to find out about

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4

Tony, Mary Pushpy. "The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169.

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According to the UNICEF report, up to ten percent of children in the world have affected specific learning disabilities (SLD) and the majority of these children are educated in general education classrooms. An important resource for children with learning disabilities to flourish in the classroom is access to assistive technology. To prepare children on how to utilize assistive technology in the learning environment is important for teachers. This systematic review focused on teacher perspectives on assistive technology regarding children with SLD. Six scholarly articles were used for this stu

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5

Steiner, Adam. "The Impact of a One to One Laptop Program on the Self-Efficacy of Nine Middle School Students with Specific Learning Disabilities." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107567.

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Thesis advisor: Richard Jackson<br>A significant body of research has examined the impact of technology on pedagogy (Cuban, 1999; Enyedy, 2014), student achievement (Schachter, 1999; Cheung & Slavin, 2013, OECD, 2015), and equity (Reich, Murnane & Willett, 2012; Van Deursen & Van Dijk, 2011) with both positive and negative results within each domain. Research has also examined the impact of technology on the success of students with disabilities in various domains (Corn, Tagsold, & Argueta, 2012; Hargreaves & Braun, 2012; Harris & Smith, 2004; Penuel, 2006). However, no

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6

Murphy, Jennifer L. "School Psychologists’ Experience of Identifying Students With Specific Learning Disabilities In Urban Schools." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1605276941214278.

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7

Reeder, Sean. "Response to Intervention and Specific Learning Disability Identification Practices in Kentucky." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1365.

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Specific Learning Disabilities (SLD) have historically been difficult to define and measure which has led to uncertainty and controversy. The current study explored the practices of identifying specific learning disabilities in Kentucky by surveying school psychologist practitioners in the state. Information was obtained about current practices with regard to RTI implementation and methods and data used for SLD identification as well as the roles that school psychologists take in the response to intervention (RTI) process. The sample consisted of 97 current or recently (within the past year) p

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8

Anjorin, Idayatou. "HIGH-STAKES TESTS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: DISABILITY-BASED DIFFERENTIAL ITEM FUNCTIONING." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967913321&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Educational Psychology and Special Education." Includes bibliographical references (p. 110-126). Also available online.

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9

Adams, Joan Elizabeth. "A special environment? : learning in the MLD and SLD classroom." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246143.

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10

Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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11

Albone, Stephen Anthony. "The binormal hypothesis of specific learning disabilities." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/431/.

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The concept of specific learning disabilities has its roots in the medical literature of the nineteenth century. According to the medical model the cause of specific learning disabilities are presumed to lie in specific cognitive dysfunctions. This hypothesis predicts two qualitatively distinct types of learner and a bimodal distribution of assessment scores. Evidence for bimodality has been sought in the distribution of residuals generated from the regression of standardised measures of attainment on IQ, however this technique has been widely criticised. Recent advances in computer adaptive a

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12

LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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13

Rose, Phillip. "Writing Interventions for Students with Specific Learning Disabilities." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/960.

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Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies o

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14

Hudson, Tina M., and Robert G. McKenzie. "The Impact of RTI on Timely Identification of Students with SLD." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3993.

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Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for s

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15

Boss, Marion Sutherland. "The Prevalence of Specific Learning Disabilities in School-Aged Hearing Impaired Children." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332116/.

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The purpose of this investigation was to determine the prevalence of specific learning disabilities in school-aged hearing impaired children based on the proposed theoretical definition of the National Joint Committee for Learning Disabilities (1981) and the theoretical definition constructed by the Canadian Association for Children and Adults with Learning Disabilities (1981). The operationalization of these theoretical definitions, coupled with the current operational definition issued by the Texas Education Agency (1983), formulated the investigative framework.

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Damron, Audryn. "Teaching Self-Determination Skills to Middle School Students with Specific Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5935.

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The purpose of this study was to examine the effects of explicitly teaching self-advocacy skills to three middle school students with mild/moderate disabilities by having them memorize a script and request accommodations in a training and generalization setting. The intervention components included 16 lessons comprising discussion and reflection about their disabilities and educational rights under IDEA, a four-part script, and a prompting procedure. The script included (a) greeting teacher and asking if it's a good time to talk, (b) expressing concern with assignment, (c) asking for accommoda

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17

Coomer, Lauren Faith. "Definitions and Criteria Used by State Education Departments for Identifying Specific Learning Disabilities." TopSCHOLAR®, 2015. https://digitalcommons.wku.edu/theses/1515.

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The definition of specific learning disabilities (SLD) and the methods used to identify SLD have been evolving since the 1970s. There have been five studies since 1970 that have focused on the SLD definition that states used and the SLD identification methods. The purpose of this study was to obtain updated information regarding the current prevalence rates of SLD, current SLD definitions, and current methods being used for the identification of SLD across the United States. After examining the regulations and procedures of each state, this study found that all fifty states have adopted the fe

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18

Connor, Louise. "The effect of specific vs non-specific diagnosis of learning disabilities on parental coping and family functioning." Thesis, University of Surrey, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336744.

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19

Williams, Dennis James. "A process-specific training program in the treatment of attention deficits in children /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7776.

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20

Alqahtani, Saeed Saad S. "The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3038.

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Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension (Hulme & Snowling, 2011). Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating treatment design, this study compared two reading interventions (repeated reading vs. tablet text-to-speech) combined with a meta-cognitive strategy (question generation). Three fourth-grade and third-grade students who had b

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Nouvelle, Renee C. "The effects of oral reading fluency on reading comprehension for students with reading disabilities and specific learning disabilities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/823.

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The gap in reading achievement continues to be consistent, despite No Child Left Behind goals to narrow these gaps among minority and other subgroup populations. This gap is especially profound for students with disabilities, and any evidence to support progress monitoring of oral reading fluency (ORF) and comprehension will inform educational policy and practice. The theory of automaticity explains that a reader can focus more attention on the meaning of a reading passage when less attention is needed for word and sound recognition. The literature has suggested that reading comprehension can

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22

Sims-Cutler, Kristin. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687595.

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<p> Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that pr

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23

Welling, Harriet Faith. "Cultural Models of Latino Immigrant Parent Knowledge of Their Children's Specific Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6085.

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The author investigated shared cultural models among nine Latino immigrant parents of children with specific learning disabilities aged 6-12 years old. Interview questions addressed what participants thought it meant to be educated, their descriptions of specific learning disabilities, and their reports of effective teaching methods for their children. Although many varying themes emerged from the interview data, three distinct cultural models surfaced from the data on education and disability. Implications include cultural beliefs informing IEP content, knowledge of cultural models enabling i

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Thomas-Bell, Christine Gennis. "Learning environment and attitudes among mathematics students with specific learning disabilities in self-contained and inclusion classes." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/864.

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I investigated attitudes and classroom environments among 242 eight-grade students with specific learning disabilities in inclusion classes, general-education students in inclusion classes, and students with specific learning disabilities in self-contained classes in Florida. Students with specific learning disabilities in integrated settings had higher scores than students with disabilities in separate settings, especially for task orientation and enjoyment. In integrated classes, general-education student had higher scores than students with specific learning disabilities.

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25

Wong, Yuet-fung Eva. "The development of a behaviour checklist for parents to screen preschoolers at risk for specific learning difficulties in reading andwriting (SpLD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793221.

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Winkler, Laura Ann. "Analysis of Patterns in Handwritten Spelling Errors among Students with Various Specific Learning Disabilities." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6436.

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Students diagnosed with specific learning disabilities struggle with spelling accuracy, but they do so for different reasons. For instance, students with dysgraphia, dyslexia, and oral-written language learning disability (OWL-LD) have distinct areas of weakness in cognitive processing and unique difficulties with the linguistic features necessary for accurate spelling (Silliman & Berninger, 2011). This project considered the spelling errors made by such students to determine if their unique learning profiles lead to distinct misspelling patterns. Academic summaries handwritten by 33 students

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Jozwik, Sara L. "Effects of explicit reading comprehension strategy instruction for English learners with specific learning disabilities." Thesis, Illinois State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722749.

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<p> In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language sup

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Raviotta, Sara. "Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD)." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984211/.

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This research explores the need for a unique, self-help manual to provide music students with diagnoses of dyslexia under the umbrella of specific learning disorder (SLD) and/or attention-deficit/hyperactivity disorder (ADHD) a positive way of coping with their musical tendencies. Dyslexia and ADHD are the most prevalent, comorbid neurodevelopmental disorders with symptoms affecting academic, social, and/or personal life. Musical symptoms could include difficulties in any of the following areas: notation reading; time, pulse, and rhythm; posture; fingering coordination; memorization; sight-rea

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Gonzalez-Ledo, Mary K. "The Use of Computer Graphic Organizers For Narrative Writing By Elementary School Students With Specific Learning Disabilities." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/675.

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Writing is an academic skill critical to students in today’s schools as it serves as a predominant means for demonstrating knowledge during school years (Graham, 2008). However, for many students with Specific Learning Disabilities (SLD), learning to write is a challenging, complex process (Lane, Graham, Harris, & Weisenbach, 2006). Students SLD have substantial writing challenges related to the nature of their disability (Mayes & Calhoun, 2005). This study investigated the effects of computer graphic organizer software on the narrative writing compositions of four, fourth- and fifth-grade, el

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Dinkebogile, Sebaetseng Maria. "Factors contributing to mainstream educators' reluctance to teach included learners with specific learning difficulties / Sebaetseng Maria Dinkebogile." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2256.

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31

Landa, Katrina G. "Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/82.

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This study investigated the effects of repeated readings on the reading abilities of 4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning disabilities (SLD). A multiple baseline probe design across subjects was used to explore the effects of repeated readings on four dependent variables: reading fluency (words read correctly per minute; wpm), number of errors per minute (epm), types of errors per minute, and answer to literal comprehension questions. Data were collected and analyzed during baseline, intervention, generalization probes, and maintenance pro

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Herman, Ilona. "The out of school literacy practices of children with specific learning disabilities : a case study." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11393.

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A number of studies have been conducted on in-school and out of school literacy practices in the United Kingdom and North America within a sociocultural framework. However, there is very little research on the out of school literacy practices of children in South Africa and there is a general dearth of research on the out of school literacy practices of children with specific learning disabilities, both locally and internationally. Aiming to make a contribution towards filling this gap, this investigation explores the out of school literacy practices of children with specific learning disabili

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33

Douget, Roy M. "Personality assessement inventory profiles of adults with attention-deficit/hyperactivity disorder and specific learning disabilities /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988655.

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34

Veneziano, Paul Richard. "Assessing a Relational Frame Theory Perspective-Taking Protocol with Adolescents Diagnosed with Specific Learning Disabilities." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/792.

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Perspective-taking, the ability to understand and be aware of information states in oneself and others has recently become an important topic in examining complex behavior and cognition. Previous research has developed a behavioral protocol for assessing perspective-taking skills and has indicated that there are perspective-taking deficits in populations diagnosed with autism. This research has also indicated that the lack of perspective-taking could be the basis for social deficits observed in these populations. Populations that display similar social deficits (i.e. learning disabilities)

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Miller, Cecil Alan Darch Craig B. "Main idea identification with students with mild intellectual disabilities /specific learning disabilities a comparison between an explicit and a basal instructional approach /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1817.

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36

O'Connell, Marijo F. "Effect of Presentation Modality on Learning and Memory Performance in Children with Specific Learning Disabilities in the Area of Language." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1125089011.

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37

Ota, Masanori. "Responsiveness of elementary-aged students, with and without specific learning disabilities, to interventions for mathematics calculation." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10282008-153737.

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38

Floyd, Jannis V. "Training needs of specific learning disabilities decision-makers as perceived by North Carolina eligibility committee members." Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/37456.

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The purposes of this study were to (a) identify training provided by North Carolina school systems for its Administrative Placement Committee/Specific Learning Disabilities (APC/SLD) eligibility committee members, and (b) assess the perceived training needs of APC/SLD eligibility committee members. The sample consisted of 77 special education program administrators, 58 teachers (special education and regular education), 56 pupil support personnel and 63 school administrators. Descriptive data were gathered using two questionnaires. The special education program administrator survey contained

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Johnson, Cherry Lurae Flake. "Low academic performance and specific learning disabilities determining the better predictor of aggressive behavior at school /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Ollar, Chelsea Nicole. "Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7342.

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Effective reading interventions for students with specific learning disabilities (SLD) are needed. A multiprobe multiple baseline across participants design was used to evaluate the effects of a video self-modeling intervention (VSM) on reading fluency skills. The VSM intervention<'>s effects on self-efficacy were also measured. Four male middle school students with SLD watched a pre-recorded video of themselves reading a passage fluently and were then asked to read another passage. Words correct per minute (WCPM) and accuracy data were taken. Results showed that students read significantly mo

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Cottrell, Joseph M. "Specific Learning Disabilities: Beliefs about the Construct, Identification Methods, and Job Satisfaction Among Practicing School Psychologists." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/4010.

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Students with specific learning disabilities (SLDs) account for approximately 40% of all students receiving special education services. Debate among professionals regarding the causes of SLDs and the most appropriate methods used to identify SLDs persists. This debate may be related to the increase in prevalence of SLDs since the implementation of special education law in 1975. There are three prominent theories regarding the cause of SLDs: (a) environmental theory, (b) biological theory, and (c) interactional theory. The Individuals with Disabilities Education Act (IDEA) allows school distric

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Quiambao, Joan. "AN ANALYSIS AND COMPARISON OF SCHOOL CULTURE WITH ACADEMIC ACHIEVEMENT." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2549.

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This study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict the placement of middle school students with specific learning disabilities in general education or speci

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Dorris, Liam. "Mindreading difficulties in the siblings of people with Asperger syndrome : evidence for a genetic influence in the abnormal development of a specific cognitive domain." Thesis, University of Glasgow, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324694.

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O'Connell, Marijo F. "The effects of presentation modality on learning and memory performance in children with specific learning disabilities in the area of language." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1125089011.

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Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2005.<br>Title from first page of PDF document. Document formatted into pages; contains [1], vii, 45 p. : ill. Includes bibliographical references (p. 36-41).

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Smouse, Theresa. "STUDENTS WITH EITHER SPECIFIC LEARNING DISABILITIES OR WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: PERCEPTIONS OF SELF AS LEA." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3542.

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The goal of this research study was to investigate the perception of self as learner for students with Specific Learning Disabilities (SLD) or with Attention Deficit Hyperactivity Disorder (ADHD). Students who had completed at least one mathematics or science course at Florida Virtual School, an online learning environment, were surveyed concerning their perception of self as learner in the online learning environment and in the traditional learning environment in 6 basic areas: feelings of success; level of comfort; relationship with teachers; and access to, communication with and feedback fr

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Ferlis, Emily. "ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2666.

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This dissertation examines the question how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities? The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondary-level ESL teachers from two school districts with small ELL populations. Data consisted of in-depth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (19

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Hudson, Tina M., and Robert G. McKenzie. "Evaluating the Use of RTI to Identify SLD: A Survey of State Policy, Procedures, Data Collection, and Administrator Perceptions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3994.

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As it has become a prominent feature in the identification of students with specific learning disabilities (SLD), response to intervention (RTI) has generated significant interest and, in some respects, controversy regarding assessment and attendant procedures. In the present study, the authors surveyed state directors of special education (n = 31) to examine (a) the degree to which RTI policies and recommended practices are transmitted between state and local agencies, including those related to referrals of low achieving (i.e., “non-responsive”) students for a comprehensive evaluation; (b) c

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Unzueta, Caridad H. "The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/110.

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Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design a

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Ballard, Robin Richards. "Writing individualized education plans for students with specific learning disabilities compliance after the No Child Left Behind Act /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-06212006-125859.

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Barrocas, Lisa A. "A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/499.

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Abstract:

Public schools traditionally have been held accountable for educating the majority of the nation’s school children, and through the years, these schools have been evaluated in a variety of ways. Currently, evaluation measures for accountability purposes consist solely of standardized test scores. In the past, only test scores of general education students were analyzed. Laws governing the education of students with disabilities, however, have extended accountability measures not only to include those students, but to report their scores in a disaggregated form (No Child Left Behind Act, 2002).

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