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Direct linkCallinan, Sarah; Theiler, Stephen; Cunningham, Everarda – Journal of Learning Disabilities, 2015
Traditionally, students with learning disabilities (LD) have been identified using an aptitude--achievement discrepancy or response to intervention approach. As profiles of the cognitive deficits of discrepancy-defined students with LD have already been developed using these approaches, these deficits can in turn be used to identify LD using the…
Descriptors: Learning Disabilities, Disability Identification, Low Achievement, Cognitive Tests
Peer reviewedHolborow, P. L.; Berry, P. S. – Journal of Learning Disabilities, 1986
Evaluation of the relationship between hyperactivity and learning difficulties in 1,593 Australian elementary students indicated twice as many males as females with learning difficulties; 11% of the sample were hyperactive; 41% of the subjects with learning difficulties were also hyperactive; and 3.2% of all subjects had both hyperactivity and…
Descriptors: Disability Identification, Elementary Education, Foreign Countries, Hyperactivity
Peer reviewedKenny, Dianna T.; Chekaluk, Eugene – Journal of Learning Disabilities, 1993
The concurrent validity of three types of reading ability assessments was evaluated with 312 Australian primary-level children. Results suggest that the nature of the skills required for success in reading changes in the primary years, and that both teacher-based and test-based assessments concur more closely as children progress through the…
Descriptors: Beginning Reading, Concurrent Validity, Foreign Countries, Handicap Identification
