Michael M. Gerber

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In this paper I comment on recent recommendations that students' responsiveness to instruction (RTI) provides a basis for identification of students as learning disabled. I repeat an earlier argument (Gerber & Semmel, 1985) that teachers embedded in schools are naturally variable in their capacity to respond to differences in students' response to(More)
The performance of 38 male third- and fourth-grade reading disabled/poor decoders and above-average readers/good decoders was compared on a series of six measures of phonological awareness, including tasks that required the ability to segment, blend, and manipulate phonemes. Performance on these tasks was also correlated with phonetic decoding of(More)
This article reviews the Tenth Annual Report to Congress on the Implementation of The Education of the Handicapped Act (EHA), covering the 1986-1987 school year. In addition to reporting the current status of services (i.e., numbers of students served, their placement, resources allocated and needed for their support), the report also discusses and cites(More)