SLD and Reading Disability (RD)
The RTI model appears to have increased the confounding between SLD and RD by focusing exclusively on reading achievement. The problem is that SLD may not be solely a reading achievement problem and, although a large proportion of students with SLD will manifest difficulties in reading, other achievement areas may be deficient, especially math disabilities (Kavale & Nye, 1985-1986). The RTI emphasis on reading raises questions about the equivalence of SLD and RD. Are the two concepts equivalent? The early days of SLD witnessed heated debate about the distinction between SLD and RD (e.g., Artley & Hardin, 1976; Hartman & Hartman, 1973; Lerner, 1975). At a fundamental level, the discussions involved questions about territorial integrities and responsibilities (Gaskins, 1982). Apparently, supporters of RTI view SLD and RD as equivalent because of a willingness to designate all students with RD as SLD. The problem with this position is that RD is itself a legitimate concept and, while clearly present in many students with SLD, it is not what makes SLD what it is. If SLD and RD are viewed as equivalent, then both are not necessary. Logically, the emphasis on reading suggests that RD would be the only concept necessary, but then the pragmatic problems arise about how to provide special education services to students with RD. The SLD designation provides the only entry to special education, but, in doing so, SLD loses its integrity and becomes a category of convenience for students who cannot read (Kavale & Forness, 1998).
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