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Identification of Expressions of Emotions by Children with and without Learning Disabilities.
Peer reviewed Peer reviewed
Nabuzoka, Dabie; Smith, Peter K. – Learning Disabilities Research and Practice, 1995
Comparison of the ability of 74 children with and 19 children without learning disabilities (LD) at three age levels to identify expressions of emotions through facial, posture, and gesture cues found that LD children identified fewer emotions but did show some age progression. Some emotions were more readily identified than others. Most gender…
Descriptors: Affective Behavior, Body Language, Children, Communication Skills
A Comparison of Normally Achieving, Learning Disabled and Mildly Retarded Students on a Taxonomic Information Task.
Peer reviewed Peer reviewed
Scott, Marcia S.; Greenfield, Daryl B. – Learning Disabilities Research and Practice, 1992
One hundred students (ages 6-8) described similarities and differences among exemplars of different categories, identified the categories, and named the exemplars. Large performance differences were found between normally achieving and mildly retarded groups and between mildly retarded and learning-disabled groups, with small performance…
Descriptors: Classification, Cognitive Processes, Comparative Analysis, Concept Formation
The Validity of the WJ-R, PIAT-R, and DAB-2 Reading Subtests with Students with Learning Disabilities.
Peer reviewed Peer reviewed
Daub, Deborah; Colarusso, Ronald P. – Learning Disabilities Research and Practice, 1996
Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…
Descriptors: Achievement Tests, Concurrent Validity, Disability Identification, Educational Diagnosis
Severe Regressed Discrepancies Using Published versus Mean Test Data.
Peer reviewed Peer reviewed
Evans, Larry D. – Learning Disabilities Research and Practice, 1994
This comparison of regression discrepancy model results for learning disability identification used published IQ-achievement and reliability coefficients and generic, mean values. Use of mean IQ-achievement values resulted in higher discrepancy rates for a clinical sample. Use of both mean IQ-achievement and reliability values resulted in higher…
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Correlation
A Critical Review of the Slosson Intelligence Test.
Peer reviewed Peer reviewed
Harris, Karen R.; Reid, Robert – Learning Disabilities Research and Practice, 1991
This critical evaluation of the Slosson Intelligence Test (SIT) determined that the test items are 30 years old, scores are derived from a nonrepresentative norm group, and scores are not interchangeable with other intelligence measures. The paper concludes that the SIT is unsuited for educational decision-making purposes, including screening,…
Descriptors: Educational Diagnosis, Elementary Secondary Education, Handicap Identification, Intelligence Tests
The Role of Working Memory and Dynamic Assessment in the Classification of Children with Learning Disabilities.
Peer reviewed Peer reviewed
Swanson, H. Lee – Learning Disabilities Research and Practice, 1994
The performance of reading-disabled, math-disabled, slow-learning, under-achieving, and normal-achieving children (total n=143) was compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance testing conditions. Ability group classifications changed under dynamic testing conditions. The study demonstrated the…
Descriptors: Classification, Disability Identification, Elementary Secondary Education, Evaluation Methods