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Retricted access

Research article

First published 2015-5

Early Identification of Reading Disabilities Within an RTI Framework

Hugh W. Catts, Diane Corcoran Nielsen, Mindy Sittner Bridges [...]

Journal of Learning Disabilities

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Research article

First published 2013-11

Classification and Identification of Reading and Math Disabilities

Lee Branum-Martin, Jack M. Fletcher, Karla K. Stuebing

Journal of Learning Disabilities

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Research article

First published 2002-05

A Comparison of Multiple Methods for the Identification of Children with Reading Disabilities

Cecilia A. Sofie, Cynthia A. Riccio

Journal of Learning Disabilities

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Research article

First published 2004-7

Early Identification of Reading Disabilities: Current Status and New Directions

Kristen D. Ritchey, Deborah L. Speece

Assessment for Effective Intervention

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Research article

First published 2021-11

Identifying Reading Disabilities: A Survey of Practitioners

Noor Z. Al Dahhan, Laura Mesite, Melissa J. Feller [...]

Learning Disability Quarterly

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Research article

First published 2009-3

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

Hugh W. Catts, Yaacov Petscher, Christopher Schatschneider [...]

Journal of Learning Disabilities

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Research article

First published 2014-8

Incorporating RTI in a Hybrid Model of Reading Disability

Mercedes Spencer, Richard K. Wagner, Christopher Schatschneider [...]

Learning Disability Quarterly

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Introduction

First published 2014-8

“Waiting to Fail” Redux

Stephanie Al Otaiba, Richard K. Wagner, Brett Miller

Learning Disability Quarterly

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Research article

First published 1988-2

Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier Vs. Later Identified Students with Learning Disabilities

Susan L. Weltner-Brunton, Felicisima C. Serafica, Gary R. Friedt

Learning Disability Quarterly

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Research article

First published 2020-11

Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities

Emma L. Hendricks, Douglas Fuchs

Journal of Learning Disabilities

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