The validity of using an analysis of patterns of performance on the Meeting Street School Screening test versus using the composite cutoff score for identification of learning disabilities was analyzed for 1,377 first graders. Use of subtest scatter predicted later learning disability placements less accurately than chance. (Author/DB)

This study examined the development of reading and phonological processing abilities of 209 first graders assessed at the beginning and end of the school year. The discriminant analysis, based on reading and intelligence data, correctly identified later group membership (students with and without reading disabilities and "garden variety" poor…

Modern Language Aptitude Test scores of regular students (N=244) enrolled in introductory foreign language classes were compared with their foreign language course performance. The fourth and fifth subtests predicted ability to learn a foreign language. Learning disabled (N=51) university students scored poorly on all five subtests. (DB)

The study validated a method of identifying children (in grades four-six) with specific reading disabilities by identifying discrepancies between their reading and listening comprehension abilities. The test requires children to listen to or read alternate sentences. The method may be more appropriate than measures which examine discrepancies…

Investigation of the relationship between a statistically determined severe discrepancy between expected and actual achievement levels and subsequent labeling of 733 students as learning disabled found only a slight majority of labeled students manifesting a severe discrepancy suggesting this criterion is inconsistently applied in making…

This article reviews the efforts made since 1962 to define learning disabilities, discusses 11 prominent definitions, identifies important conceptual elements on which the definitions differ, and calls for a consensual acceptance of the National Joint Committee on Learning Disabilities definition. (PB)

Examination of 42 cases of children with Tourette Syndrome with intelligence quotients (IQs) above 70 found that mean IQs were higher than mean math, spelling, reading, and reading comprehension scores. Using a 1.5 standard deviation discrepancy, 51 percent met criteria for learning disability in at least one academic area; 21 percent had a…

This article asserts that the learning disabilities field must (1) address causality in differentiating learning disabilities from other learning problems, (2) expand prevailing approaches to individualizing instruction so that intrinsic motivation is accounted for in a systematic, comprehensive manner, and (3) move beyond piecemeal programs to…

The paper develops the phonological-core variable difference model to conceptualize differences between dyslexic and other poor readers. The model highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution. (Author/DB)

Assessment batteries of 200 elementary children with learning disabilities were analyzed to identify practices associated with the use of individual intelligence and achievement tests. Among conclusions: Many students identified as SLD have below-average intelligence, do not exhibit discrepancies on the Wechsler scale, and do not have severe…

The construct validity of Boder's typology of dyslexia was investigated using quantified electroencephalography with 39 children (ages 7-11) during a reading task and at rest. Results supported beta frequency differences in anticipated regions by dyslexia subtype during the reading task. However, the direction of difference hypothesis was not…

The article responds to previous articles about the regular education initiative and concludes that there is little evidence to justify present practices of student categorization of the mildly handicapped in special education and that the need for major reform is great. (Author/DB)

This response argues that Linda Siegel's paper (EC221505) confuses measures of intelligence with predicted achievement, calls for doing away with the construct of learning disabilities rather than the discrepancy definition model, and overlooks the need to determine which students qualify for special educational services for treatment of learning…

In response to Gresham and Elliott (1989), who concluded that a social skills deficit should not constitute a learning disability, this paper claims that current definitions allow for including social skills deficits. They propose limiting the definition of learning disabilities to intentional learning contexts, thus excluding social skills…

This critique of a paper by Linda Siegel (EC221505) challenges Siegel's assumptions on the relationship of Intelligence Quotient to learning disabilities as being unacceptable and non-literature-based, and points out that discussion of Intelligence Quotient cutoffs may be moot given that 49 states employ no cutoff for learning disabilities. (JDD)