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Social Skills Deficits as Primary Learning Disabilities: A Note on Problems with the ICLD Diagnostic Criteria.
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Forness, Steven R.; Kavale, Kenneth A. – Learning Disabilities Research and Practice, 1991
The Interagency Committee on Learning Disabilities' definition of learning disabilities implies that the presence of social skills deficits alone suffices for diagnosis, even in the absence of academic difficulties. Overlaps between this criterion and eligibility criteria for emotional disturbance are discussed along with implications for…
Descriptors: Definitions, Educational Diagnosis, Elementary Secondary Education, Emotional Disturbances
Intelligent Testing and the Discrepancy Model for Children with Learning Disabilities.
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Fletcher, Jack M.; Francis, David J.; Shaywitz, Sally E.; Lyon, G. Reid; Foorman, Barbara R.; Stuebing, Karla K.; Shaywitz, Bennett A. – Learning Disabilities Research and Practice, 1998
Reviews the historical basis and rationale for identifying children as learning disabled due to a discrepancy between scores on measures of intelligence and achievement. Discusses the validity of such classifications and the role of IQ testing in the designation of children as learning disabled for research and public policy. Alternative…
Descriptors: Achievement Tests, Classification, Definitions, Disability Identification
Examining Reading Development and Reading Disability in English Language Learners: Potential Contributions from Functional Neuroimaging
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Pugh, Kenneth R.; Sandak, Rebecca; Frost, Stephen J.; Moore, Dina; Mencl, W. Einar – Learning Disabilities Research and Practice, 2005
Neuroimaging studies have suggested that across different written languages, skilled reading behavior is supported by similar, largely left hemisphere (LH), networks. In addition, recent studies of reading disability (RD) in monolingual readers, conducted in several languages, suggest a common neurobiological signature for this syndrome…
Descriptors: Second Language Learning, Monolingualism, English (Second Language), Reading Instruction
A Sociocultural Perspective on Learning and Learning Disabilities.
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Keogh, Barbara K.; And Others – Learning Disabilities Research and Practice, 1997
Discusses the use of a sociocultural perspective on learning and learning disabilities for understanding learning problems within culturally diverse groups. Reviews assumptions about ethnicity and culture (supposed homogeneity within cultures) and describes ways to distinguish ethnicity and culture. Discusses implications for assessment,…
Descriptors: Cultural Awareness, Cultural Differences, Cultural Influences, Disability Identification
Diagnosing and Accommodating the Foreign Language Learning Difficulties of College Students with Learning Disabilities.
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Sparks, Richard; And Others – Learning Disabilities Research and Practice, 1992
This paper provides an historical overview of the foreign language learning difficulties of students with learning disabilities; describes a language-based assessment model for diagnosing foreign language learning problems; and discusses the role of diagnosticians, counselors, and academic service providers in the identification, accommodation,…
Descriptors: College Students, Educational Diagnosis, Handicap Identification, Higher Education
Critical Issues in Learning Disabilities: Foreign Language Learning.
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Lerner, Janet W.; And Others – Learning Disabilities Research and Practice, 1991
In this interview, two collaborators in research on teaching foreign languages to learning-disabled students are questioned regarding specific foreign language learning disabilities, possible subtypes, diagnosis, policies of colleges regarding students unable to meet foreign language requirements, and recent research in the field. (PB)
Descriptors: Educational Diagnosis, Elementary Secondary Education, Handicap Identification, Higher Education
Alternative Diagnostic Approaches for Specific Developmental Reading Disabilities.
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Torgesen, Joseph K.; Wagner, Richard K. – Learning Disabilities Research and Practice, 1998
Summarizes recent studies identifying specific linguistic-cognitive markers for reading disabilities and describes efforts to develop measures of these markers in the areas of phonological awareness, rapid automatic naming, and verbal short-term memory. (Author/DB)
Descriptors: Cognitive Ability, Decoding (Reading), Disability Identification, Dyslexia