english language learners and rti || back matter

Hammill Institute on Disabilities

Back MatterSource: Learning Disability Quarterly, Vol. 30, No. 3, English Language Learners and RTI(Summer, 2007)Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/30035566 .

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Coastal Treasures: Effective Collaboration and Research-Based

Teaching

29th International Conference on Learning Disabilities October 12-13, 2007

Sheraton Myrtle Beach Convention Center Hotel 2101 North Oak Street Myrtle Beach, SC 29577

843-918-5000 or 800-325-3535

Welcome to the 29th International Conference on Learning Disabilities hosted by the Council for Learning Disabilities (CLD). This year, CLD celebrates 29 years of conference excellence by maintaining our conference tradition of offering high-quality topical sessions that are responsive to important issues and inclusive of effective, research- based practices in the field of learning disabilities. Our conference theme, Coastal Treasures: Effective Collaboration and Research-based Teaching, reflects the focus of the conference, which features topical sessions, workshops, a keynote speaker, and special sessions. Don't miss the 29th CLD conference that focuses on collaboration and research-based practices for teaching our individuals with learning disabilities to be successful learners in all environments.

Session Strands In addition to workshops, invited sessions and special events, breakout presentations will be offered on Saturday in the following

strands. Poster sessions will be offered on Friday evening.

* Collaboration and Inclusion for Students with LD

* Effective Research-Based Practices in Reading and Writing

* EffectiveResearch-Based Practices in Mathematics and Content Area Instruction (Science and Social Studies)

* EffectiveResearch-Based Practices in Cultural and Linguistic Diversity

* EffectiveResearch-Based Practices in Using Technology to Enhance Instruction

* Transitions From Early Childhood Through Adulthood

* Current Issues and Policy in Special Education

* Research-Based Practices in Behavior Interventions and Positive Behavioral Supports

* Alternative Certification and High- Quality Special Educators

* Current Issues in School Administration

This conference is of special interest to:

" Special educators * General educators * Teacher educators * Speech/language clinicians * Researchers * Paraeducators * Administrators * Consultants * State agency personnel * Students * Parents

Conference registration procedures and information are posted on the

CLD website at www.cldinternational.org

For more information contact by email/phone

Dr. Mary C. Provost CLD Conference Director [email protected]

843-971-2980 (voice)

Learning Disability Quarterly 196



CLD Annual Membership Form

The Council for Learning Disabilities

Prefix First Name (Please print clearly) Middle Initial Last Name Suffix

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Membership Dues U National Membership*......................... ..................... $75 U Student Membership ............. .................... $35 I3 State Membership Dues (Optional) STATE DUES INFORMATION:

Join CLD and you can join a state/regional chapter as well, Optional Subscriptions Carolinas: $10 NW (OR-WA): $10

L Focus on Autism & Other Developmental Disabilities.. $40 CO: $0 Prairie: $0 MD: $10 So. FL: $15 (2 yr- $25) U Journal of Emotional and Behavioral Disorders ........... $40 MN: $15 SX: $15 (2 yr0 - $25)

U Journal of Learning Disabilities .................................... $51 OH: $5 (2.50 stdnt) VA: $10 U Journal of Special Education .................................. $40 O Preventing School Failure ..................... ..... $28 U Remedial and Special Education ............................. $42 U Topics in Early Childhood Special Education .............. $40

TOTAL AMOUNT ENCLOSED..................... $

*National Membership includes subscriptions to Learning Disability Quarterly and Interventions in School and Clinic.

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U Check (made payable to: Council for Learning Disabilities) U Please Charge My:

U VISA U MasterCard U American Express U Discover

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Thank you for your continued support. Revised 10/17/06

The Council for Learning Disabilities 11184 Antioch #405, Overland Park, KS 66210, Phone (913) 491-1011 Web: www cldinternational.org

Volume 30, Summer 2007 219

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Learning Disability Quarterly 220



ABBREVIATED AUTHOR GUIDELINES

LEARNING DISABILITY QUARTERLY Effective December 2004

see: www.cldinternational.org for a complete description of the Author Guidelines.

The Learning Disability Quarterly (LDQ) publishes high- quality research and scholarship concerning children, youth, and adults with learning disabilities. Traditional Manuscripts

LDQ will consider papers that: * report identification, assessment, remediation, and pro-

gramming procedures that have been applied with populations with learning disabilities, and that have application in special and/or general education settings.

* present research findings. (Theoretical and applied research papers should clearly specify implications for practice.)

* provide integrative, critical, and systematic reviews of the literature related directly to individuals with learning disabilities.

* specify developing theories or models related to learner, method, programming, or material variables relevant to populations with learning disabilities, as well as position papers that delineate major issues or trends in the field of learning disabilities.

* detail or present investigations of models for preservice and inservice education of learning disability profes- sionals and paraprofessionals.

The LDQ will also publish: (a) critical reviews of child/student, professional, and teacher training materials; (b) articles oriented toward the practical needs of the learning disability practitioner; and (c) information pertaining to state and fed- eral laws, legislation, policies, rules, and regulations. Special Features

* Commentaries. This occasional section will feature one or more scholarly discussions of one-half to one full journal page (two double-spaced manuscript pages) submitted in the spirit of letters to the editor.

The Commentaries section will provide a forum for partici- pation in professional conversations for those not prepared to submit full-length manuscripts consistent with the LDQ's standards. It is intended to encourage discussion among pro- fessionals on a variety of topics that are rarely addressed in journals such as the LDQ, which are dominated by research studies.

Commentaries submissions must be well written, present informed discussion on timely topics - which may include recent publications in the LDQ - and incorporate citations and references where appropriate. Please consult Manuscript Preparation for formatting information, number of copies, and submission procedures. All submissions to Commentaries will be subjected to review by the editor and may also be reviewed by consulting editors when appropriate.

* Theme Issues. The LDQ periodically publishes theme issues. Individuals are invited to propose themes to the editor, or to nominate themselves as a theme issue editor. (Calls for theme submissions will be posted on the CLD website, www.cldinternational.org, and in the LDQ when possible.)

Nominations will be evaluated based on timeliness and interest to the profession as well as consistency with the mission of the LDQ in addition to quality of the conceptualiza- tion of the proposed theme or issue, and the qualifications of all nominated participants to contribute a high-quality issue within the proposed timeline. Theme editors must document a body of scholarship, including refereed publications, on the topic of the proposed theme.

General topic for theme issues in volumes 28-30. All theme issues for LDQ volumes 28-30 (the duration of the current editorship) must correspond to the general theme topic: Science and Learning Disabilities. The LDQ seeks to foster conversations on science as it relates to LD. Broad interpreta- tions of this general theme topic are welcome. Favor will be given to proposals that either explore a specific aspect of science and learning disabilities in-depth, or that address the aspect from multiple perspectives.

A theme issue should contain a minimum of three topic- related manuscripts, and may include introductory and con- cluding commentaries by the theme editor. All submissions to LDQ, including solicited manuscripts for theme issues, will be subject to editor and peer review.

Manuscript Preparation 1. Operationally define the study participants in accordance with professional standards (see CLD Research Committee: Rosenberg et al. [1992] "Minimum standards for the description of participants in learning disabilities research." Learning Disability Quarterly, 15, 114-121. Also available, reprinted: Remedial and Special Education [1994], 15, 56-59). The param- eters of the settings in which the research took place must be clearly delineated. 2. Include an "Implications for Practice" section under the Discussion that specifically addresses how the practice, research findings, position or policy, or theory presented may be used to improve educational practice for individuals with learning disabilities.

Authors of research papers must include brief (i.e., one to two sentences) explanations of why specific procedures and analysis methods were employed.

Manuscripts must be prepared in accordance with The Publication Manual of the American Psychological Association, 5th ed. (The American Psychological Association, 2001). Manuscripts are not to exceed 35 double-spaced pages (including references, tables, figures, and appendices).

Manuscripts must include a 100-150 word abstract sum- marizing the contents. 3. Each manuscript must be accompanied by a cover letter that communicates (a) that the manuscript is an original work, (b) that the manuscript is not under consideration by any other journal, and (c) any other disclosures as required by the APA (e.g., ethical treatment of subjects, financial rela- tionship disclosures). 4. Each manuscript must also be accompanied by a cover page that provides the name, affiliation, mailing address, phone number, fax, and email address of each author. All communications will be with the lead author.

Manuscript Submission Five double-spaced copies (no staples) of the word-

processed manuscript are required. Mail manuscript submissions to:

David Scanlon, Ph.D., Editor Learning Disability Quarterly Lynch School of Education Campion Hall, Boston College 140 Commonwealth Ave. Chestnut Hill, MA 02467



The Council for Learning Disabilities

P.O. Box 40303 Overland Park, KS 66204-4303 COUNCIL

for

LEARNING DISABILITIES CLD

Non-profit Organization U.S. POSTAGE

PAID Shawnee Mission, Ks.

Permit No. 485



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