Hammill Institute on Disabilities

Front MatterSource: Learning Disability Quarterly, Vol. 30, No. 4 (Fall, 2007)Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/25474634 .

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^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^BSP^l 'W^^^^^^^^^^^^^^mHj^^^HHHv ^';.^l|(^^|^^BBfl|^^HB|^^

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EDITORIAL STAFF

EDITOR David Scanlon Boston College

Editorial Assistant Nicole Zito Boston College

Assistant to the Editor Kirsten McBride

Lenexa, KS

CONSULTING EDITORS Patricia Alexander

University of Maryland Alan Amtzis

The College of New Jersey Andrea Babkie

University of Hartford Virginia W. Berninger

University of Washington Anne Bishop

University of Florida Daniel Boudah

University of North Carolina

Joseph R. Boyle Virginia Commonwealth University

Monica Brown New Mexico State University

Tanis H. Bryan Southwest Institute for Families and Children with Disabilities

Diane Pedrotty Bryant University of Texas-Austin

William Bursuck

University of North Carolina Greensboro

Deborah L. Butler

University of British Columbia

Mary Beth Calhoon

Georgia State University Joanne Carlisle

University of Michigan Donald Compton

Peabody College, Vanderbilt

University David J. Connor

Hunter College, CUNY

Bryan G. Cook

University of Hawaii

John Cooney University of Northern Colorado

Jeanette Cornier Colorado Department of Education

Cesare Cornoldi

University of Padua, Italy

Merith Cosden

University of California-Santa Barbara

Michael Coyne University of Connecticut

Jean Crockett

University of Florida Donald D. Deshler

University of Kansas

Joseph A. Dimino Instructional Research Center, Signal Hill, CA

Mary Dingle Sonoma State University

Mavis Donahue

University of Illinois at Chicago Mary Lou Duffy

Florida Atlantic University-Jupiter Dave L. Edyburn

University of Wisconsin-Milwauke Linda Elksnin

The Citadel, ret. Edwin Ellis

University of Alabama Carol Sue Englert

Michigan State University Deborah E. Erickson

California Lutheran University Anne Foegen

Iowa State University Douglas Fuchs

Peabody College, Vanderbilt

University Lynn Fuchs

Peabody College, Vanderbilt

University Russell Gersten

Instructional Research Group, Signal Hill, CA

Lorraine Graham

University of New England, Australia

Steve Graham

Peabody College, Vanderbilt

University Anne Graves

San Diego State University Diane Haager

California State University-Los Angeles

Daniel P. Hallahan

University of Virginia Donald D. Hammill

Pro-Ed, Austin, TX Leah Herner

The Ohio State University-Lima

Linda Higbee Mandlebaum

Bowling Green State University Kyle Higgins

University of Nevada, Las Vegas Dodi Hodges

Bowling Green State University Stephen Hooper

University of North Carolina, School of Medicine

Maureen Hoskyn Simon Fraser University, Canada

Roxanne Hudson Florida State University

Asha Jitendra

Lehigh University Kenneth Kavale

Regent University Margaret King-Sears

George Mason University Robert M. Klassen

University of Alberta, Canada

Janette Klingner University of Colorado-Boulder

Lori Korinek

College of William and Mary Monica Lambert

Appalachian State University Martha J. Larkin

State University of West Georgia Malka Margalit

Tel Aviv University, Israel

Troy Mariage Michigan State University

Linda Mason

The Pennsylvania State University

Margo A. Mastropieri George Mason University

Marjorie Montague University of Miami

Cindy Okolo

Michigan State University David Paterson

University of New England, Australia

Jane Pemberton Texas Women's University

Debbi Prigge Central Washington University

Mary Provost

College of Charleston

Paige Pullen

University of Virginia

Marshall Raskind Charles & Helen Schwab Foundation

Patricia Jordan Rea

George Washington University Paul Riccomini

Clemson University Claudia Rinaldi

Boston College Mary Ring

University of South Dakota Kristen Ritchey

Rutgers University Ernie Rose

SUNY, Binghamton Michael Rosenberg

Johns Hopkins University Bruce Saddler

SUNY, Albany Jeanne Schumm

University of Miami Thomas E. Scruggs

George Mason University Deborah C. Simmons

Texas A&M University Sean Smith

University of Kansas Deborah Speece

University of Maryland C. Addison Stone

University of Michigan Roberta Strosnider

Towson University Gary Troia

University of Washington Jan Valle

The City College of New York Christa van Kraayenoord

University of Queensland, Australia

Sharon R. Vaughn University of Texas-Austin

Chriss Walther-Thomas

University of Kansas

J. Lee Wiederholt (late) Pro-Ed, Austin, TX

Genevieve Williamson

University of Indiana Rich Wilson

Bowling Green State University Judy Winn

University of Wisconsin-Milwaukee

John Woodward

University of Paget Sound

CLD BOARD OF TRUSTEES

President

Joseph Boyle

President-Elect: Daniel Boudah

Vice President: Chris Curran

Past President: Linda Higbee Mandlebaum

Treasurer:

Mary Little

Secretary: Martha Larkin

Executive Director: Linda Nease

Communications:

Judy Voress

Research: Keith Lenz Donald Deshler

Leadership Development: Monica Lambert

Liaison: Roberta Strosnider Debi Gartland

Membership/Recruitment: Jennifer Bautel Williams

Standards and Ethics: Susan Gurganus

Conference Planning: Mary Rose Keyes

Diversity: Silvana Watson

Finance:

Mary Little

Technology: David Majsterek

Conference Director:

Mary Provost

SUBSCRIPTION/MEMBERSHIP INFORMATION The Learning Disability Quarterly (ISSN 0731-9487) is published four times a year (Winter, Spring, Summer, and Fall) by the COUNCIL FOR LEARNING DISABILI

TIES. Annual CLD membership dues are $75.00 for professionals, $35.00 for stu dents. To become a CLD member, write: CLD, 11184 Antioch, #405, Overland Park, KS 66210, or visit www.cldinternational.org. Subscription to the Learning Disability Quarterly is available without CLD membership. Effective 2008: Domestic libraries, institutions: $117.00; foreign countries: $128.00. Single-copy price of back issues:

Web - $5.00 per download. Hard copy -

$10.50, includes shipping and handling. Hard copy nonmember -

$18.00, includes shipping and handling. To order, write

Learning Disability Quarterly, c/o Council for Learning Disabilities, 11184 Antioch, #405, Overland Park, KS 66210, or visit www.cldintemational.org

ABSTRACT AND INDEX INFORMATION

Learning Disability Quarterly is abstracted in Psychological Abstracts, Behavioral

Abstracts, Birmingham, England, and Rehabilitations Forschung/Recherches en

Readaption/International Journal of Rehabilitation Research, Rheinstetten, West

Germany; abstracted and indexed in Exceptional Child Education Resources, Current Contents/Social and Behavioral Sciences, and Child and Youth Services; and indexed in Social Sciences Citation Index, Social Scisearch, and Current Index to

Journals in Education, the Bowker International Serials Database. Included in ERIC database. Reprints are available from The Genuine Article, Institute for Scientific Information, 3501 Market St., Philadelphia, PA 19104.

? 2007 Council for Learning Disabilities. Printed in the U.S.A. All rights reserved. No part of this publication may be reprinted or reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any

information storage and retrieval system without permission in writing from the publisher.

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8!g HTI LEARNING DISABILITY

||| f t QUARTERLY

O uu ? \ I I Journal of the Council for Learning Disabilities CJ_jO VlVt

^HB_HT~~^~ Volume 30 / Number 4 Fall 2007

CONTENTS

Increasing Story Quality Through Planning and Revising: 223 Effects on Young Writers with Learning Disabilities

Bruce Saddler and Kristie Asaro

Effects of Curriculum Maps and Guiding Questions on the Test 235 Performance of Adolescents with Learning Disabilities

B. Keith Lenz, Gary L. Adams, Janis A. Bulgren, Norman Pouliot, and Michelle Laraux

The Effects of Instruction in an Inference Strategy on the Reading 245

Comprehension Skills of Adolescents with Disabilities Nanette Salim Fritschmann, Donald D. Deshler, and Jean Bragg Schumaker

Call for Papers, 30th International Conference on Learning Disabilities 263

The Documentation Disconnect for Students with Learning 265 Disabilities: Improving Access to Postsecondary Disability Services

Report from the National Joint Committee on Learning Disabilities

Title/Author Index, Learning Disability Quarterly, Volume 30, 2007 275

MISSION STATEMENT Council for Learning Disabilities

The Council for Learning Disabilities (CLD) is an international organization that promotes effective

teaching and research. CLD is composed of professionals who represent diverse disciplines and who are committed to enhance the education and lifespan development of individuals with

learning disabilities. CLD establishes standards of excellence and promotes innovative strategies for research and practice through interdisciplinary collegiality, collaboration, and advocacy.

Volume 30, Fall 2007 221

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go_ iiii 2008 Call for Proposals QZd A if 30th International Conference on Learning Disabilities

3<< I I Kansas City, Missouri

Sjjjjcl v*UI October 3 & 4, 2008

B^H Research, Teaching and All That Jazz The Council for Learning Disabilities (CLD) invites proposals from the full range of professionals who serve

individuals with learning disabilities, including classroom teachers, administrators, speech/language pathologists, diagnosticians, researchers, higher education teacher preparation faculty, consultants, and others.

PROPOSAL TOPICS AND STRANDS

Presentations are invited for:

LD RESEARCH AND PRACTICE OUT SIDE NORTH AMERICA Presentations focus on research and prac tice in countries other than the United

States and Canada. Presentations may be

descriptive in terms of characteristics of

school services, or historical overviews of

research and services within a country.

EFFECTIVE RESEARCH-BASED PRACTICES IN READING AND WRITING Presentations focus on the use of assess

ment measures to diagnose reading and

writing disabilities or to inform instruc

tional decision-making. Presentations

focus on research-based practices that

align with state standards and evaluations

so that struggling students at all grade levels learn to read and/or write.

EFFECTIVE RESEARCH-BASED PRACTICES IN MATHEMATICS AND CONTENT AREA INSTRUCTION (SCIENCE AND SOCIAL STUDIES) Presentations focus on research-based

practices and instructional accommoda

tions that teach elementary, middle, and

high school students how to learn mathe

matical skills/concepts or content area

knowledge.

EFFECTIVE RESEARCH-BASED PRACTICES IN CULTURAL AND LINGUISTIC DIVERSITY Presentations focus on effective practices

relating to the support and education of

students with learning disabilities from

culturally and linguistically diverse back

grounds.

EFFECTIVE RESEARCH-BASED PRACTICES IN USING TECHNOLOGY TO ENHANCE INSTRUCTION Presentations focus on the use of instruc

tional technology to teach and reinforce

instruction. Other presentations focus

on the use of assistive technology or

universal design to help students with LD

access and learn the curriculum.

TRANSITIONS FROM EARLY CHILDHOOD THROUGH ADULTHOOD Presentations focus on transitions

throughout the lifespan and include

topics such as families, self-advocacy, transition and futures planning, post

secondary education, interagency collaboration, and other related topics.

CURRENT ISSUES AND POLICY IN SPECIAL EDUCATION Presentations focus on current issues and

policy in special education. Presentations

could also focus on current issues in

assessment and identification of individu

als with with learning disabilities,

including RTI.

RESEARCH-BASED PRACTICES IN BEHAVIOR INTERVENTIONS AND POSITIVE BEHAVIORAL SUPPORTS Presentations focus on the planning,

implementation, and evaluation of effec

tive schoolwide, classroom, and/or indi

vidual student behavioral techniques.

ALTERNATIVE CERTIFICATION AND HIGH-QUALITY SPECIAL EDUCATORS Presentations focus on teacher

preparation programs that are effective

in educating competent graduates in both

traditional and alternative routes.

Presentations focus on strategies for

recruitment, course delivery that aligns with national and state standards for

high quality special educators, practicum and mentorship experiences, program evaluation procedures, and retention

strategies to ensure qualified teachers

remain in the field.

COLLABORATION AND INCLUSION OF STUDENTS WITH LD Presentations focus on research and best

practices. Presentations on original experi mental, descriptive, or qualitative research

are especially encouraged.

INSTRUCTIONS FOR SUBMITTING A PROPOSAL 1. Complete the proposal form. All information must be typewritten.

2. Each lead presenter who submits a proposal may participate in

only one session. Presenters whose name appears on multiple

proposals will be considered for the first proposal received, and

their names will be removed from subsequent proposals. Participants may submit up to one additional proposal only for a

poster session. All presenters must register for the conference. 3. Complete the FINAL CHECK to ensure that all requested

information is included. Mail proposals to CLD by Friday, February 1, 2008 (no faxes, please). Also, email an electronic

version of your proposal to mcprovost@bellsouth.net. In the

body of the email, please provide the title, 50-word abstract, and

all presenters' names, affiliation, and affiliation city/state (no

attachment). See FINAL CHECK for details.

REVIEW PROCESS The Program Committee, including the Program Chair, the appropri ate Strand Chair, and others who are knowledgeable about the topic,

will review proposals. Only complete proposals will be considered.

All proposals must have supporting literature. The Program Committee is seeking presentations that are unique and innovative.

Preference will be given to proposals that provide sound empirical or

theoretical support for the topic. A broad array of topics that are

appropriate for the learning disabilities field and that encourage a

variety of presentation formats will be selected. The Session Leader

will be advised by email of the Program Committee's decision by end of May 2008.

Volume 30, Fall 2007 263

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30th International Conference on Learning Disabilities Kansas City, Missouri October 3 & 4, 2008

Research, Teaching and All That Jazz

PROPOSAL Due Friday, February 1, 2008

Please type information CONTACT INFORMATION TITLE OF PROPOSAL (10 words or less): (Please use address where we can reach you year round.)

Session Leader

ABSTRACT (50 words or less): University/School/Company Representing (if applicable)

University/School/Company Location (city/state)

^[^^^^^ Title Year Round Address _

STRAND (Check the strand that best describes your proposal) City

_LD Research and Practice Outside North America State- ZlP

_Effective Research-Based Practices in Reading and ., - ... .,..

& e-mail_ Writing

- ?

(CLD will communicate with the session leader primarily through email.) _Effective Research-Based Practices in Mathematics and

Session Presenters Content Area Instruction (Science and Social Studies)

University/School/Company Representing (if applicable) _Effective Research-Based Practices in Cultural and

Linguistic Diversity University/School/Company Location (city/state) _Effective Research-Based Practices in Using Technology to _

Enhance Instruction Title _

_Transitions from Early Childhood Through Adulthood Year Round Address _

_Current Issues and Policy in Special Education City

_Research-Based Practices in Behavior Interventions and - P

Positive Behavior Supports Phone (-)

_Alternative Certification and High Quality Special Educators .. . : r ~

7T7T : : ~7T7~ ^ - o -?. j r (Attach separate sheet for additional session participant names)

_Collaboration and Inclusion for Students with LD

^SEHTATION FORMAT PREFERENCE (select one) NOTE: ^JKXZS^1

-Roundtable Discussion (1 hr. session) If this proposai iS accepted, I agree to make the presentation at

_Regular Presentation (1 hr. session) the assigned time. I understand that acceptance of the proposal _Panel Discussion_1 hr. or _2 hr. session does not exempt presenters from paying conference registra

_Poster Session (1 hr. session) tion. I further understand that any audiovisual equipment used

Mini-Workshop (2 hr session) in the presentation, other than standard overhead projector and

WcTuld you be willing to accept another format? screen< wiU be the responsibility of the presenters.

_Yes: specify_ _No _ -

AUDIOVISUAL Signature of the Session Leader Date

Standard overhead projectors and screens will be provided (see FINAL CHECK

NOTE below). CLD is not responsible for additional audio/visual Incomplete proposals or proposals that do not follow the

equipment or handout duplication costs. instructions will be returned to the Session Leader. Please dou

Do you need wireless Internet access for your presentation? ble^heck the contents of your proposal. J

Y N 3 copies of the completed proposal - 3 copies of the 250-300 word description PROPOSAL DESCRIPTION # Regular mail the proposal to CLD at the below address

(Attach a description of your proposal 250-300 words) . Emaii an electronic version of your proposal to 1. Research proposals should include a brief explanation of the

mcprovost@bellsouth net research and results with a classroom application component. # Jn ̂ Qf ̂ se de ^ m 50_word

2. Proposals for instructional/behavioral practices and programs abstmct and ^ enters, nameS; affiliation, and affiliation should describe the procedures/programs and materials and

city/state. Email to mcprovost@bellsouth.net include supporting literature.

3. Proposals for assessment practices should describe the YOU CAN DOWNLOAD THE PROPOSAL

measures and their use for identification or instructional FROM THE CLD WEBSITE: www.cldinternational.org

decision-making purposes. PLEASE DO NOT FAX

EMAIL (mcprovost@bellsouth.net) AND REGULAR MAIL MATERIALS BY Friday, February 1, 2008, TO: Conference Program Director Council for Learning Disabilities PO Box 2719 Mount Pleasant, SC 29465

(843) 971-2980

Learning Disability Quarterly 264

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