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| Academic Achievement | 1 |
| Cognitive Ability | 1 |
| Disability Identification | 1 |
| Evaluation Methods | 1 |
| Expectation | 1 |
| Learning Disabilities | 1 |
| Regression (Statistics) | 1 |
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| Journal of School Psychology | 1 |
Author
| Cone, Thomas | 1 |
| Wilson, Lonny R. | 1 |
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| Journal Articles | 1 |
| Reports - General | 1 |
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Peer reviewedWilson, Lonny R.; Cone, Thomas – Journal of School Psychology, 1984
Explains the rationale, methodology, and advantages of the regression equation approach to quantifying academic discrepancy, an aspect of learning disability. Variations of the expectancy formula and IQ-achievement difference approach produce serious errors of including too many above average children and too few below average. (JAC)
Descriptors: Academic Achievement, Cognitive Ability, Disability Identification, Evaluation Methods
