Parent Involvement: Resources

Technical Assistance ALLIANCE for Parent Centers
http://www.taalliance.org/centers/index.htm
Each state has at least one Parent Training and Information/Community Parent Resource Center funded by the Office of Special Education Programs in the U.S. Department of Education. These centers provide training and information to parents of children with disabilities.
Exceptional Children's Assistance Center (ECAC)
www.ecac-parentcenter.org
This center, an example of a full-service Parent Training and Information Center, serves families in North Carolina at no charge. Its web site is filled with information for parents as well as suggestions and materials that schools can use when working with parents. Packets of information (free to those in North Carolina) can be purchased for a nominal fee by individuals in other states.
Schwab Learning-A Parent's Guide to Helping Kids with Learning Disabilities
www.SchwabLearning.org
Created to help parents, this nonprofit organization is dedicated to providing reliable, parent-friendly information.
LD Online
www.ldonline.org
This web site, which focuses on learning disabilities, has a separate section for parents. This section provides information to 1) help parents support their child at home and at school and 2) understand their rights and responsibilities.
National Center for Learning Disabilities
http://www.ncld.org/index.php?option=content&task=view&id=571
NCLD works to ensure that the nation's 15 million children, adolescents, and adults with learning disabilities have every opportunity to succeed in school, work, and life. Materials on this site are free.

References

Catts, H. (2006, April). School-wide screening. Presentation at the National SEA Conference on Responsiveness to Intervention: Integrating RTI within the SLD Determination Process, Kansas City, MO. Retrieved July 12, 2006, from
http://www.nrcld.org/sea/presentations_worksheets/screening/Catts_screening.pdf

Compton, D.L., Fuchs, D., Fuchs, L.S., & Bryant, J.D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology.

Foorman, B.R., Fletcher, J.M., Frances, D.J., Carlson, C.D., Chen, D., Mouzaki, A., Schatschneider, C., Wristers, K., & Taylor, R. (1998). Technical report: Texas primary reading inventory. Houston, TX: Center for Academic and Reading Skills, University of Texas-Houston Health Science Center, and University of Houston.

Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.

Fuchs, L.S., & Fuchs, D. (2006). Implementing responsiveness-to-intervention to identify learning disabilities. Perspectives on Dyslexia, 32(1), 39-43.

Fuchs, L.S., Fuchs, D., & Compton, D. (2003). Longitudinal study of alternative methods of LD identification. Paper presented at the Annual International Conference of the Learning Disabilities Association, Chicago, IL.

Good, R.H., Simmons, D., & Kame'enui, E. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.

Jenkins, J.R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the NRCLD Responsiveness-to-Intervention Symposium, Kansas City, MO. Retrieved April 3, 2006, from
http://www.nrcld.org/symposium2003/jenkins/index.html

Jenkins, J.R., & Jewell, M. (1992). An examination of the concurrent validity of the Basic Academic Skills Samples (BASS). Diagnostique, 17(4), 273-288.

National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.

No Child Left Behind Act of 2001 (Public Law 107-110).

O'Connor, R.E., & Jenkins, J.R. (1999). The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.

Scanlon, D.M., & Vellutino, F.R. (1996). Prerequisite skills, early instruction, and success in first grade reading: Selected results from a longitudinal study. Mental Retardation and Development Disabilities, 2, 54-63.

Snellen, H. (1862). Eye examination chart originally created by Dutch ophthalmologist Hermann Snellen, M.D., in 1862.

Speece, D., & Case, L. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.

Speece, D., Mills, C., Ritchey, K., & Hillman, E. (2003). Initial evidence that letter fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36, 223-233.

Stage, S.A., & Jacobsen, D.M. (2001). Predicting student success on a state-mandated performance-based assessment using oral reading fluency. School Psychology Review, 30, 407-419.