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Critical Issues in Specific Learning Disability Identification: What We Need to Know about the PSW Model
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McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
Intelligence Testing and the Field of Learning Disabilities: A Historical and Critical Perspective.
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Osgood, Robert L. – Learning Disability Quarterly, 1984
The article reviews the origins of the intelligence testing movement in the U.S., discusses the difficulties inherent in measuring intelligence, and considers alternatives to current LD identification procedures. (CL)
Descriptors: Disability Identification, History, Intelligence, Intelligence Tests
Micro-Interpretation of a Meta-Analysis: A Reply to Inglis and Lawson.
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Forness, Steven R.; And Others – Learning Disability Quarterly, 1987
The original authors respond to a critique of their meta-analysis of 94 studies which had failed to support the presence of distinctive Wechsler Intelligence Scale for Children profiles for learning disabled children. The critique contended such a pattern does exist. (Author/DB)
Descriptors: Elementary Secondary Education, Handicap Identification, Intelligence Tests, Learning Disabilities
Micro-Interpretation or Misinterpretation?--A Reply to Forness, Kavale, and Nihira.
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Lawson, J. S.; Inglis, James – Learning Disability Quarterly, 1987
As part of a continuing dialog concerning the validity of a meta-analysis of 94 studies suggesting that there is a lack of any distinctive pattern in the Wechsler Intelligence Scale for Children (Revised) profiles for learning disabled children, this article maintains the view that such differences do exist. (DB)
Descriptors: Elementary Secondary Education, Handicap Identification, Intelligence Tests, Learning Disabilities
Reanalysis of a Meta-Analysis of the Validity of the Wechsler Scales in the Diagnosis of Learning Disability.
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Inglis, James; Lawson, J. S. – Learning Disability Quarterly, 1987
Reanalysis of data derived from a meta-analysis of the Wechsler Intelligence Scale for Children-Revised, using a learning disability index derived from a principal-components analysis, found that the test discriminated reliably between 9,372 learning-disabled children and their non-disabled peers. (Author/CB)
Descriptors: Children, Diagnostic Tests, Elementary Education, Handicap Identification
Comparative Efficacy of K-ABC Subtests vs. WISC-R Subtests in the Differential Classification of Learning Disabilities.
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Glutting, Joseph J.; Bear, George G. – Learning Disability Quarterly, 1989
The study evaluated the utility of Kaufman-Assessment Battery for Children (K-ABC) subtests in differentiating learning-disabled children from students with other handicapping conditions, and compared K-ABC subtests with Wechsler Intelligence Scale for Children-Revised subtests. Results showed that subtest scores did not enhance differential…
Descriptors: Classification, Educational Diagnosis, Elementary Education, Evaluation Methods
Defining Reading and Writing Disabilities with and without IQ: A Flexible, Developmental Perspective.
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Berninger, Virginia; And Others – Learning Disability Quarterly, 1992
Developmental and criterion reading and writing measures were administered to 300 primary-level students, revealing that elimination of IQ in the definition of learning disabilities would dramatically affect who is identified as learning disabled. A two-stage assessment model analyzing absolute criteria without IQ and relative criteria with IQ is…
Descriptors: Definitions, Disability Identification, Educational Diagnosis, Evaluation Methods
Ethnicity and Language Dominance--Influence on the Prediction of Achievement Based on Intelligence Test Scores in Nonreferred and Referred Samples.
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Palmer, Douglas J.; And Others – Learning Disability Quarterly, 1989
A sample of 236 elementary-level Black, Hispanic, and Anglo pupils, referred or nonreferred for learning disabilities, were assessed with the Wechsler Intelligence Scale for Children-Revised and the Kaufman-Assessment Battery for Children cognitive and achievement scales. Results showed that referral status, ethnicity, and language proficiency…
Descriptors: Academic Achievement, Anglo Americans, Black Students, Elementary Education