ABSTRACT
There are a number of theories that are relevant to reading, writing, and mathematics, but only a small number of them directly translate to assessment and intervention. This chapter differentiates theory from conceptual frameworks, and reviews the Simple View of Reading, Dual Coding Theory, Simple View of Writing, and Deep Procedural Fluency. It also presents the Learning Hierarchy as an intervention framework that cuts across subjects. Implications for assessment and intervention are included for each theory and conceptual framework, and case studies are presented for reading, writing, and mathematics.
