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Peer reviewedScruggs, Thomas E.; Mastropieri, Margo A. – Learning Disability Quarterly, 2002
This article reviews problems in identification of learning disabilities and considers proposed alternatives to present procedures. It argues that the major problems of over identification, variability, and specificity, can be eliminated by increasing specificity and consistency of state criteria and strict adherence to identification criteria on…
Descriptors: Classification, Clinical Diagnosis, Definitions, Disability Identification
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
Direct linkBryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy – Learning Disability Quarterly, 2008
Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…
Descriptors: Learning Problems, Intervention, Learning Disabilities, At Risk Students
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 reviewedAdelman, Howard S. – Learning Disability Quarterly, 1979
Part 2 of a two-part series, the article highlights research relevant to learning disability (LD) diagnostic practices, summarizes a study of current diagnostic practices related to learning problem referrals, and contrasts three ethical perspectives used in judging the appropriateness of such activity. (See EC 120 477 for Part 1.) (Author/DLS)
Descriptors: Cost Effectiveness, Educational Diagnosis, Identification, Labeling (of Persons)
Download full textKeogh, Barbara K. – Learning Disability Quarterly, 2005
This article discusses issues of classification and identification, while evaluating some of the continuing controversies about learning disabilities (LD) related to those topics. The author suggests that many problems have to do with confusion between the two. Despite years of effort and an extraordinary increase in the number of individuals…
Descriptors: Evaluation Methods, Individual Characteristics, Classification, Learning Disabilities
Rueda, Robert – Learning Disability Quarterly, 2005
A recent overview of the field of learning disabilities (Torgesen, 2004) laid out several issues that will likely consume the field for the foreseeable future, including problems of definition and etiology, differentiation of learning disabilities from other disabilities, and issues in identification and service delivery. It has been approximately…
Descriptors: Etiology, Learning Disabilities, Classification, Identification
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
