Journal of Learning Disabilities

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Reschly, D. J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Reschly, D. J.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Learning Disabilities, Vol. 38, No. 6, 510-515 (2005)
DOI: 10.1177/00222194050380060601

Learning Disabilities Identification

Primary Intervention, Secondary Intervention, and Then What?

Daniel J. Reschly

Department of Special Education, Peabody College, Vanderbilt University, dan.reschly{at}vanderbilt.edu

A broad consensus has been achieved regarding the importance of early primary and secondary interventions for children in academic domains for the purposes of improving overall academic competencies and preventing low achievement that often leads to a diagnosis of specific learning disability (SLD) and long-term special education placement. The characteristics of effective prevention programs generally are well established. The degree to which these programs prevent SLD is uncertain, and the subsequent procedures for determining SLD eligibility are very much at issue. Issues are discussed regarding what should be done about SLD identification after primary and secondary intervention efforts are proven inadequate for individual children.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Assessment for Effective InterventionHome page
T. W. Busch and A. L. Reschly
Progress Monitoring in Reading: Using Curriculum-Based Measurement in a Response-to-Intervention Model
Assessment for Effective Intervention, January 1, 2007; 32(4): 223 - 230.
[Abstract] [PDF]

Home page
 Assessment for Effective InterventionHome page
G. M. Batsche, K. A. Kavale, and J. F. Kovaleski
Competing Views: A Dialogue on Response to Intervention
Assessment for Effective Intervention, January 1, 2006; 32(1): 6 - 19.
[Abstract] [PDF]