The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults…

Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of…

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…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives,…

The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition,…

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)

Scores of 38 learning-disabled college students on the revised Wechsler Adult Intelligence Scale (WAIS-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared. Results indicated significant correlations between the tests, though subjects tended to obtain higher scores on the WISC-R than on the WAIS-R. (Author/DB)

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)

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)

The study compared the Woodcock-Johnson Psycho-Educational Battery Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children--Revised for a sample of 51 learning disabled children (7-11 years old). (Author/SBH)

Investigation of the stability of Wechsler Adult Intelligence Scale Revised scores of 25 college students over a 4-year period found that global and subtest scores were highly stable. Subtest scores tended to be higher on the retest, but global scores were not despite four years of educational experiences between test administrations. (Author/DB)

The evidence suggested that LD children, as a group, exhibit a characteristic WISC(-R) profile whereas few individual LD children actually conform to this pattern. It was concluded that WISC(-R) profiles may not be useful for differential diagnosis of LD students. (Author)

The reliabilities of several commonly used instruments of intellectual, academic, and affective assessment were tested with learning disabled children between the ages of 6 and 12 years. Journal availability: see EC 112 927. (DLS)

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)