Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Margaret Semrud-Clikeman of the University of Texas at Austin presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

Neuropsychological Aspects for Evaluating Learning Disabilities

Previous Page
(Summary & Conclusions)

About the Speaker

Report Text

References

Aaron, P.G., Joshi, R.M., Ayotollah, M., Ellsberry, A., Henderson, J., & Lindsey, K. (1999). Decoding and single-word naming: Are they two independent components of word-recognition skills? Reading and Writing: An Interdisciplinary Journal, 14, 89-127.

Berninger, V.W. (2003). Effects of phonological, morphological, and orthographic treatment on brain activation. Paper presented at the International Dyslexia Association conference in San Diego.

Birch, K.G., & Semrud-Clikeman, M. (in preparation). Phonological processing, automaticity, auditory processing and memory in slow learners and children with reading disabilities.

Breier, J.I., Simos, P.G., Fletcher, J.M. (2002). Abnormal activation of tempoparietal language areas during phonetic analysis in children with dyslexia. Neuropsychology, 17, 610-621.

Denckla, M.B. (2003). Executive functions. Paper presented at the Capital Area IDA meeting, Washington, DC.

Gabrieli, J. (2003). Neuroimaging evidence about the brain basis of dyslexia. Paper presented at the International Dyslexia Association conference in San Diego.

Gazzaniga, M.S., Ivry, R.B., & Mangun, G.R. (2002). Cognitive Neuroscience. New York: W.W. Norton & Company.

Goldstein, S. (1997). Managing attention and learning disorders in late adolescence and young adulthood. New York: John Wiley.

Hammill, D.D., Leigh, J.E., McNutt, G., & Larsen, S.C. (1981). A new definition of learning disabilities. Learning Disabilities Quarterly, 4, 336-342.

Hargrave, J., Corlett, M., & Semrud-Clikeman, M. (August, 2002). Written expression deficiencies in children with ADHD. Paper presented at the annual conference of the American Psychological Association.

Joshi, R.M. (1999). A diagnostic procedure based on reading component model. In I. Lundberg, F.E. Tonnessen, and I. Austad (Eds.), Dyslexia: Advances in theory and practice (pp. 207-219). Dordrecht: Kluwer Academic Publishers.

Martinez, R., & Semrud-Clikeman, M. (in press). Emotional Adjustment of Young Adolescents with Different Learning Disability Subtypes. Journal of Learning Disabilities.

Papanicolaou, A.C. (2003). Brain imaging in normal and impaired reading: A developmental-educational perspective. Paper presented at the International Dyslexia Association conference in San Diego.

Schlaggar, B.L. (2003). FMRI and the development of single word reading. Paper presented at the International Dyslexia Association conference in San Diego.

Schlaggar, B.L., Brown, T.T., Lugar, H.M., Visscher, K.M., Miezin, F.M., & Petersen, S.E. (2002). Functional neuroanatomical differences between adults and school-age children in processing of single words. Science, 296, 1476.

Schnoebelen, S., Semrud-Clikeman, M., Guli, L., & Corlett, M. (August, 2002). Planning and organization in children with learning disabilities. Paper presented at the annual conference of the American Psychological Association.

Semrud-Clikeman, M. (2003). Executive functions and Social Communication Disorders. Perspectives, 29, 20-22.

Semrud-Clikeman, M., Biederman, J., Sprich-Buckminster, S., Krifcher Lehman, B., Faraone, S.V., & Norman, D. (1992). The incidence of ADHD and concurrent learning disabilities. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 439-448.

Semrud-Clikeman, M., Guy, K.A., & Griffin, J.D. (2000). Rapid automatized naming in children with reading disabilities and attention deficit hyperactivity disorder. Brain and Language, 74, 70-83.

Semrud-Clikeman, M., Harrington, K., Parle, N., Clinton, A., & Connor, R. (1999). Innovative interventions with children with attentional difficulties in the school-setting. Journal of Learning Disabilities, 32, 581-590.

Shaywitz, B. (2003). Disruption of neural systems in dyslexia and their improvement with intervention. Paper presented at the International Dyslexia Association conference in San Diego.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

Shaywitz, S.E., Shaywitz, B.A., Fulbright, R.K., Skudlarski, P., Mencl, W.E., Constable, R.T., Pugh, K.R., Holahan, J.M., Marchione, K.E., Fletcher, J.M., Lyon, G.R., & Gore, J.C. (2003). Neural Systems for compensation and persistence: Young adult outcomes of childhood reading disability. Biological Psychiatry, 54, 25-33.

Stage, S.A., Abbott, R.D., Jenkins, J.R., & Berninger, V.W. (2003). Predicting response to early reading intervention from verbal IQ, reading-related language abilities, attention ratings, and verbal IQ-word reading discrepancy: Failure to validate discrepancy method. Journal of Learning Disabilities, 36, 24-33.

Strassner, E. Semrud-Clikeman, M., Gerrard-Morris, A. (November, 2003). Social difficulties in children with developmental disorders. Paper presented at the International Dyslexia Association conference, San Diego, CA.

Teeter, P.A., & Semrud-Clikeman, M. (1997). Child Neuropsychological Assessment and Intervention. Boston: Allyn & Bacon.

Woodcock, R.W. (1991). Woodcock Language Proficiency Battery-Revised. Chicago: Riverside.

Previous Page
(Summary & Conclusions)

IDEAs that Work logo

The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.