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| Journal of Learning… | 3 |
| Perceptual and Motor Skills | 2 |
| Academic Therapy | 1 |
| Journal of School Psychology | 1 |
| Learning Disability Quarterly | 1 |
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| Braden, Jeffery P. | 1 |
| Dundon, William D. | 1 |
| Elliott, Max | 1 |
| Lessen, Elliott I. | 1 |
| Maxwell, Susanna | 1 |
| McLeod, John | 1 |
| Miller, Lamoine J. | 1 |
| Naglieri, Jack A. | 1 |
| Singer, Marc G. | 1 |
| Vance, Hubert Booney | 1 |
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| Journal Articles | 8 |
| Reports - Research | 6 |
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Laws, Policies, & Programs
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| Wechsler Intelligence Scale… | 3 |
| Goodenough Harris Drawing Test | 1 |
What Works Clearinghouse Rating
Peer reviewedMiller, Lamoine J.; And Others – Perceptual and Motor Skills, 1980
This study assessed the utility of Bannatyne's recategorization of the WISC-R with a group of 97 adjudicated adolescents who varied in intelligence. Findings affirmed the extension of Bannatyne's recategorization to samples other than genetic dyslexics and supported his major hypothesis of stronger spatial than sequential abilities. (Author/SJL)
Descriptors: Adolescents, Cognitive Ability, Delinquency, Intelligence Tests
Peer reviewedVance, Hubert Booney; Singer, Marc G. – Journal of Learning Disabilities, 1979
A study involving 98 children (6 to 13 years old) in ten learning disabilities (LD) classes investigated the hypothesized pattern of recategorized WISC-R (Wechsler Intelligence Scale for Children-Revised) subtest scores into spatial, conceptual, and sequential areas. (SBH)
Descriptors: Elementary Education, Exceptional Child Research, Intelligence Tests, Learning Disabilities
Peer reviewedDundon, William D.; And Others – Learning Disability Quarterly, 1986
Results of recategorizing the Wechsler Intelligence Scale for Children (Revised) subtest scores of 159 black learning disabled primary grade children into spatial, conceptual, and sequential scales as recommended by A. Bannatyne led to the conclusion that the diagnostic utility of the Bannatyne recategorization is questionable. (Author/DB)
Descriptors: Black Youth, Disability Identification, Learning Disabilities, Primary Education
Peer reviewedNaglieri, Jack A.; Maxwell, Susanna – Perceptual and Motor Skills, 1981
Inter-rater reliability of the Goodenough-Harris and McCarthy Draw-A-Child scoring systems was examined for a sample of 60 children, including 20 school-labeled learning disabled, 20 mentally retarded, and 20 normal children between the ages of six and eight-and-one-half years. (Author)
Descriptors: Correlation, Intelligence Tests, Learning Disabilities, Mental Retardation
Peer reviewedElliott, Max – Journal of Learning Disabilities, 1981
The article reviews current estimation techniques and their resultant effects on the learning disability classroom's composition. An alternate estimation methodology, using z-score conversions, is presented. (Author/SBH)
Descriptors: Achievement Tests, Elementary Secondary Education, Evaluation Methods, Learning Disabilities
Lessen, Elliott I. – Academic Therapy, 1980
The letter unit and the whole word method were used to score the spelling of 70 third graders (35 good spellers and 35 poor spellers). Results indicated that either scoring procedure could have been used. Use is suggested based on needs for word analysis or for quick scoring time. (CL)
Descriptors: Evaluation Methods, Exceptional Child Research, Learning Disabilities, Primary Education
Peer reviewedMcLeod, John – Journal of Learning Disabilities, 1979
The author argues against the accepted symptom of learning disabilities--a discrepancy between measured intelligence and measured educational achievement scores; and demonstrates that it is feasible to produce a quantitative definition of educational underachievement, and therefore to identify learning disabled students. (SBH)
Descriptors: Academic Achievement, Educational Diagnosis, Elementary Secondary Education, Identification
Peer reviewedBraden, Jeffery P. – Journal of School Psychology, 1987
Showed that the standard score difference method for determining intelligence quotient achievement discrepencies produced disproportionate racial representation, whereas the regression method produced proportionate racial representation in Learning Disabilities (LD) classes. Demonstrated advantages in measurement of discrepancies, LD program…
Descriptors: Achievement Rating, Children, Comparative Analysis, Disability Identification
