NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1439960
Record Type: Journal
Publication Date: 2024-Oct
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0736-9387
EISSN: EISSN-1934-7243
The Critical Role of Instructional Response in Defining and Identifying Students with Dyslexia: A Case for Updating Existing Definitions
Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher
Annals of Dyslexia, v74 n3 p325-336 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within school-wide MTSS allowing for integration of routinely collected progress monitoring data as well integrating with more formal diagnostic measures. This proposed "hybrid" method demonstrates strong evidence for valid decision-making and directly informs instruction. We close proposing a revised definition of dyslexia that incorporates these elements.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH); National Center for Special Education Research (NCSER) (ED/IES)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: P50HD052117; R324A230138; R324A200209