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Direct linkAnastasiou, Dimitris; Polychronopoulou, Stavroula – Learning Disability Quarterly, 2009
The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6-18, was slightly higher than 1%. Compared to the corresponding percentages from the United States…
Descriptors: Learning Disabilities, Dyslexia, Disproportionate Representation, Foreign Countries
Peer reviewedMorrison, Gale M.; And Others – Learning Disability Quarterly, 1985
Sources of variability in identification of children for learning disabilities include teacher bias, peer tolerance, socioeconomic status, and assessment variability. Implications of these variables for research design and sampling are noted. (CL)
Descriptors: Disability Identification, Learning Disabilities, Research Methodology
Peer reviewedKavale, Kenneth; Nye, Chad – Learning Disability Quarterly, 1981
A survey of 307 research studies in learning disabilities (LD) was conducted to determine the nature and characteristics of the LD identification criteria used. It was concluded that LD research presents a divergent picture of the nature and characteristics of LD and reflects little consensus regarding identification criteria. (Author)
Descriptors: Disability Identification, Learning Disabilities, Literature Reviews, Student Evaluation
Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
Peer reviewedLearning Disability Quarterly, 1986
The position statement of the Board of Trustees of the Council for Learning Disabilities opposes the use of discrepancy formulas to determine eligibility for learning disability services and recommends instead comprehensive diagnostic evaluations. (DB)
Descriptors: Disability Identification, Elementary Secondary Education, Eligibility, Learning Disabilities
Peer reviewedKavale, Kenneth A.; Forness, Steven R. – Learning Disability Quarterly, 1984
Meta-analysis was used to arrive at a quantitative synthesis of the results of 94 studies of the validity of Wechsler regroupings for differential diagnosis of learning disabilities. The primary findings indicated that no recategorization, profile, factor cluster, or pattern showed a significant difference between learning disabled and normal…
Descriptors: Clinical Diagnosis, Disability Identification, Learning Disabilities, Profiles
Peer reviewedCone, Thomas E.; And Others – Learning Disability Quarterly, 1985
The article logs descriptive demographic and psychometric data on 1,839 randomly selected learning disabled students from across Iowa. In contrast to the results of other studies, nearly 75 percent of the students in Iowa LD programs met a moderate level of academic discrepancy. Variability was found among the standard scores for the achievement…
Descriptors: Demography, Disability Identification, Learning Disabilities, State Surveys
Peer reviewedOlson, Judy L.; Mealor, David J. – Learning Disability Quarterly, 1981
Analysis of 113 studies revealed that researchers most often selected their learning disabled sample on the bases of academic, age and sex, and intelligence components. Less than half used the process or exclusion components or included a description of grade placement. (CL)
Descriptors: Definitions, Disability Identification, Evaluation Methods, Learning Disabilities
Peer reviewedOsgood, 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
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 reviewedPerlmutter, Barry F.; Parus, Mildred V. – Learning Disability Quarterly, 1983
Diagnostic procedures used to identify children (grades K-6) with learning disabilities in 14 school districts were studied and compared. Although some similarities existed between districts, uniformity was lacking in important areas such as test selection, extent of testing, and cutoff scores on intelligence and other tests. (Author/CL)
Descriptors: Clinical Diagnosis, Disability Identification, Elementary Education, Learning Disabilities
Peer reviewedFurlong, Michael J.; Yanagida, Evelyn H. – Learning Disability Quarterly, 1985
Comparison of psychometric profiles of learning disabled and non-LD students (total N=223) across LD status, district, and age variables indicated that only severity of academic underachievement consistently differentiated the LD and non-LD pupils. Comparison across districts revealed different LD profiles despite use of identitical eligibility…
Descriptors: Age Differences, Disability Identification, Eligibility, Learning Disabilities
Peer reviewedFradd, Sandra; Hallman, Clemens L. – Learning Disability Quarterly, 1983
The article contains suggestions for assessing and instructing culturally and linguistically different students with special emphasis on ways to distinguish the learning disabled from students who differ due to cultural and linguistic background and the need to focus on students' strengths and previously gained knowledge. (Author/DB)
Descriptors: Cultural Differences, Disability Identification, Elementary Secondary Education, Learning Disabilities
The Diagnostic Evaluation of Writing Skills (DEWS): Application of DEWS Criteria to Writing Samples.
Peer reviewedWeiner, Eva S. – Learning Disability Quarterly, 1980
A controlled study (Ss were 14 reading disabled and 17 control boys, 8 to 12 years old) using the Diagnostic Evaluation of Writing Skills (DEWS) verified its efficacy in identifying students requiring special remedial instruction without recourse to batteries of standardized tests. The DEWS provided a basis for directing remediation into specific…
Descriptors: Diagnostic Tests, Disability Identification, Elementary Education, Exceptional Child Research
Peer reviewedValus, Ann – Learning Disability Quarterly, 1986
The study applied a standard-score and regression-analysis procedure to achievement-potential discrepancy data for new learning disability placements of about 90 (LD) learning disabled students. Results indicated that only two-thirds of the initially placed students exhibited a severe discrepancy suggesting the frequent placement of slow learners…
Descriptors: Decision Making, Disability Identification, Elementary Secondary Education, Learning Disabilities
