Literacy and learning. Volume 23 / edited by Thomas E. Scruggs, Margo A. Mastropieri.

Includes bibliographical references.

Response to intervention: treatment validity and implementation challenges in the primary and middle grades / Stephanie Al Otaiba, Mary Beth Calhoon and Jeanne Wanzek -- The role of context in the assessment of "unresponsiveness" within responsiveness-to-intervention: the "relative slope-difference discrepancy model" (RSDDM) / Georgios D. Sideridis, Susana Padeliadu and Faye Antoniou -- Literacy supports for adolescent struggling readers: taking action through comprehension instruction / Michael Faggella-Luby and Patricia Sampson Graner -- Developmental dyslexia in a transparent orthography: a study of Spanish dyslexic children / Manuel Soriano and Ana Miranda -- Reading comprehension: unanswered questions and reading instruction challenges / Solveig-Alma Halaas Lyster -- A longitudinal study of the impact of effective beginning reading instruction for English learners: literacy, language, and learning disabilities / Anne W. Graves -- Writing: underutilized for young children with disabilities? / M. Susan Burns, Julie K. Kidd and Tamara Genarro -- Teaching students with LD to use reading comprehension strategies / Alison Gould Boardman, Janette K. Klingner, Amy L. Boele and Elizabeth Swanson -- Persuading students with emotional disabilities to write: a design study / Margo A. Mastropieri, Thomas E. Scruggs, Yojanna Cuenca-Sanchez, Narcy Irby, Sara Mills, Linda Mason and Richard Kubina -- Components affecting expressive writing in typical and disabled writers / Cesare Cornoldi, Francesco Del Prete, Anna Gallani, Francesco Sella and Anna Maria Re -- Dyslexia: a categorical falsehood without validity or utility / Simon Gibbs and Julian Elliott -- The study of human exceptionality: how it informs our knowledge of learning and cognition / Margo A. Mastropieri and Thomas E. Scruggs.

Print version record.

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