Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Severe Discrepancy Models: Which Best Explains School Identification Practices for Learning Disabilities?

16 references·16 citing·33 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1963Outsiders; studies in the sociology of deviance5,260 cited
1964Outsiders: Studies in the Sociology of Deviance.1,859 cited
1985Curriculum-Based Measurement: The Emerging Alternative1,667 cited
1995Best Practices in School Psychology IV1,328 cited
1990Woodcock-Johnson Psycho-Educational Battery-Revised1,305 cited
2000Progress in understanding reading: scientific foundations and new frontiers1,002 cited
1989Curriculum-based measurement: Assessing special children.917 cited
1992Evidence That Dyslexia May Represent the Lower Tail of a Normal Distribution of Reading Ability715 cited
1994Frames of reference for the assessment of learning disabilities : new views on measurement issues591 cited
2022Journal of Learning Disabilities497 cited
1988The Validity of Informal Reading Comprehension Measures476 cited
1991Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?471 cited
1982Identifying Valid Measures of Reading463 cited
1990Learning Disabilities Definitions and Criteria Used by State Education Departments184 cited
1983Characteristics of Pupils Identified as Learning Disabled122 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1983A Logical and Empirical Analysis of Current Practice in Classifying Students as Handicapped121 cited

Cited by

2004Disproportionate Representation of Minority Students in Special Education: Academic, Demographic, and Economic Predictors260 cited
2002Best Practices in Using Curriculum-Based Measurement in a Problem-Solving Model.138 cited
2005Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal105 cited
2008Is Response to Intervention Good Policy for Specific Learning Disability?103 cited
2004Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening98 cited
2008Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification95 cited
2006Academic Skills Problems68 cited
2006Competing Views65 cited
2009A Critique of the IQ / Achievement Discrepancy Model for Identifying Specific Learning Disabilities55 cited
2012Easier Said Than Done37 cited
2007Ability—Achievement Discrepancy, Response to Intervention, and Assessment of Cognitive Abilities/Processes in Specific Learning Disability Identification: Toward a Contemporary Operational Definition36 cited
2005The Fail-Safe Schools Challenge: Leadership Possibilities From High Reliability Organizations31 cited
2012Testing Accommodations Under the Amended Americans With Disabilities Act25 cited
2017Confronting the Base Rate Problem: More Ups and Downs for Cognitive Scatter Analysis17 cited
2014On the diagnosis of learning disabilities in the Austrian school system11 cited
2009A Critique of the IQ / Achievement Discrepancy Model for Identifying Specific Learning Disabilities9 cited