Comparison of Eligibility Criteria and Their Impact on Minority Representation in LD Programs
Ronald P. Colarusso: Georgia State University Marie C. Keel: Georgia State University Harry L. Dangel: Georgia State University

Abstract:
The purpose of this study was to determine if the application of a regression equation to a standard score formula or the use of two different low-achievement cut-off criteria would equalize the proportion of white to African-American students made eligible for learning disabilities and to determine the possible effects of other aspects of the eligibility process. The authors reviewed 6,036 LD eligibility reports from 137 school systems that represent 88% of the Georgia student population. The results indicate that the regression equation and the two low-achievement cut-off criteria significantly increase the number of both white and African-American students who would be eligible for LD when compared to the standard score formula only. However, none of these alternative criteria was successful in equalizing the proportion of white to African-American students. The authors examine the issues of disproportionate referral of students, the use of IQ-achievement discrepancy criteria, and the question of how students with low IQs will be served.

The Career Development Needs of College Students with Learning Disabilities: In Their Own Words
William E. Hitchings: St. Ambrose University Darrell Anthony Luzzo: Mt. Hood Community College Robert Ristow: St. Ambrose University Michael Horvath: Missouri Southern State College Paul Retish: University of Iowa Adam Tanners: University of Iowa

Abstract:
The career development and disability knowledge of 97 students with learning disabilities from three postsecondary institutions in the Midwest was examined through semi-structured interviews. Students with disabilities who were eligible for services while in high school generally did not engage in transition planning as required by federal law. Their career development activities were limited despite having unique career needs. The majority of students had difficulty describing their disability and its impact on their career exploration and planning. For students with learning disabilities at the postsecondary level, career development services should be provided, including training in self-advocacy and career exploration in the first two years. Instruction in career self-management skills should be ongoing.

Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?
Margo A. Mastropieri: George Mason University Thomas Scruggs: George Mason University Lisa Mohler: Frankfort, Indiana Marcia Beranek: Lafayette, Indiana Vicky Spencer: George Mason University Richard T. Boon: George Mason University Elizabeth Talbott: University of Illinois–Chicago

Abstract:
This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs.

The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Mini-Skills Lessons
Patricia G. Mathes: University of Texas—Houston Health Science Center Allison E. Babyak: University of Georgia

Abstract:
In this research, we sought to replicate findings of our previous research examining the efficacy of 1st-Grade Peer-Assisted Literacy Strategies (1st-Grade PALS) with children of different achievement levels in naturally constituted general education classrooms. We also examined the impact of adding skills-focused mini-lessons conducted along with 1st-Grade PALS with the 3 lowest-achieving readers in some of these classrooms. First-Grade PALS sessions were conducted for 30-minutes session 3 times a week for 14 weeks. Mini-lessons were also conducted 3 times per week for 15 to 20 minute sessions during the final 6 weeks of 1st-Grade PALS implementation. During 1st-Grade PALS, all students within a class were paired with other students from within the same class (1) to practice phonological awareness, phonological recoding, and reading of connected text built on previously mastered phonological elements, and (2) to make predictions about a book prior to reading it, share the experience of reading a story with a peer, have repeated exposure to text, and summarize the story through verbal retelling. The skills-focused mini-lessons mirrored the content of 1st-Grade PALS and were designed to provide additional instruction and integrated practice of the orthophonemic elements of English text. Results indicate that 1st-Grade PALS, on average, enhanced reading performance of students both in terms of statistical significance and in terms of educational relevance, although not equally for all learner types, closely replicating findings from our previous studies. Results also suggest that there was some benefit to students who participated in the small-group mini-lessons. However, conclusions about the true impact of the mini-lessons are limited because teachers resisted implementing these lessons.

Sorting Out the Roles of Research in the Improvement of Practice
Russell Gersten: Eugene Research Institute/University of Oregon

Abstract:
This paper discusses the effectiveness of research-based educational approaches on classroom practice. In order to help educators maximize benefits from research in improving practice, it is important to inform them of the nature and roles of research.

This essay begins by discussing current cynicism regarding the usefulness of research-based strategies in the field of education. Because of the large body of conflicting “research-based” information, many educators are finding themselves confused and alienated by the phrase “research shows.” Using examples of high-quality research that utilizes diverse methodologies, a framework is presented for thinking about various types of research and their implications.