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An Interview with Janet W. Lerner: Observations on a Career and the Evolving Field of Learning Disabilities
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Giacobbe, Alice C. – Intervention in School and Clinic, 2012
This article presents an interview with Janet W. Lerner, professor emerita of special education at Northeastern Illinois University in Chicago, Illinois. Dr. Lerner also serves as an adjunct professor in the Professional Assistant Center for Education (PACE) for Young Adults with Multiple Learning Disabilities at National Louis University and as…
Descriptors: Learning Disabilities, Special Education, Elementary Education, Teaching Methods
Crossing Boundaries and Initiating Conversations about RTI: Understanding and Applying Differentiated Classroom Instruction
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Walker-Dalhouse, Doris; Risko, Victoria J. – Reading Teacher, 2009
The department editors, joined by classroom teachers from Wisconsin and reading specialists from Tennessee, examine across geographical and school boundaries the current practices of teachers who are initiating Response to Intervention (RTI) instruction. They address three goals of RTI that focus on providing systematic instruction of student…
Descriptors: Student Needs, Speech Communication, Student Evaluation, Reading Consultants
Assessing Comprehension: A Classroom-Based Process
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Fiene, Judy; McMahon, Susan – Reading Teacher, 2007
Standardized tests are increasingly used to determine students' growth in reading comprehension. In some U.S. school districts, the No Child Left Behind Act of 2001 has led to a focus on multiple-choice questions to better prepare students for these types of tests. Even though such questions can provide some important information, they do not…
Descriptors: Reading Instruction, Federal Legislation, Specialists, Standardized Tests