Is “ Learning Disabilities ” Just a Fancy Term for Low Achievement ? a Meta-analysis of Reading Differences between Low Achievers with and without the Label

@inproceedings{Fuchs2002IsL,
  title={Is “ Learning Disabilities ” Just a Fancy Term for Low Achievement ? a Meta-analysis of Reading Differences between Low Achievers with and without the Label},
  author={Douglas Fuchs and Lynn S. Fuchs},
  year={2002}
}
This paper has two parts. The first part has three purposes: (a) to provide a brief history of how a formal definition of learning disabilities (LDs) was determined; (b) to explore how politics and research during the past two decades has influenced how people think about the validity of the LD construct; and (c) to explain why a quantitative synthesis, or meta-analysis, was necessary to determine whether low achievers with and without the LD label were more alike or different. The second part… CONTINUE READING

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Incorporating RTI in a Hybrid Model of Reading Disability.

Learning disability quarterly : journal of the Division for Children with Learning Disabilities • 2014

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