A method of identifying learning disabled adolescents using the method of Bayesian Revision of Subjective Probabilities, which utilizes both teacher judgments and psychometric tests, is proposed. (DB)

This article commences with an excerpt from a memo entitled "Problems in Assessment of LD Children," recently found when the U.S. Office of Special Education Programs (OSEP) relocated their offices. The letter was written by then junior staffer Lou Danielson to a university professor. Although Danielson's letter was written in 1977, 27…

Three broad issues continue to dramatically impact the education of children with specific learning disabilities (SLD): (1) the development and implementation of scientifically defensible methods of identification; (2) the development and implementation of scientific interventions to ensure that children with SLD have access to and make progress…

Beginning in 1983 with the Connecticut Longitudinal Study (Shaywitz, Shaywitz, & Fletcher, 1992), with additions to the NICHD research program in 1987 (Lyon, 1996), educators were able to initiate new multidisciplinary prospective, longitudinal studies to define and classify LDs, to identify the multiple factors responsible for their presentation,…

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 article looks at the concept of discrepancy between ability and achievement in conceptualizations of learning disabilities. Comparison of ability and achievement scores found generally small average discrepancies, though some wide ranges were evident. Implications of the findings for current and future use of discrepancies as estimators of…

Evaluation of the Luria-Nebraska Neuropsychological Battery's utility in distinguishing between 30 male adolescents diagnosed as learning disabled (LD) and 30 matched non-LD students indicated that the battery correctly classified 90 percent of the sample with 6.7 percent false positives and 13.3 percent false negatives. (Author/DB)

The position paper of the National Joint Committee on Learning Disabilities examines issues in early identification, including assessment during the preschool years, delivery of preschool services, family involvement, and personnel preparation. Recommendations address such aspects as availability of early intervention and the needs of non-English…

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)

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…

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…

Problem-behavior rating scale data on elementary-aged learning disabled and normal boys were factor analyzed. Somewhat different factors were identified for normal and learning disabled groups. Implications of the findings for hyperactivity as distinct from other conduct problems and for classifying youngsters' behavior and emotional problems are…

Several criteria are proposed for determining and communicating screening results. These criteria provide a context for judging prediction accuracy. It is argued that accuracy of prediction is of little value and cannot be considered sufficient unless the predictions lead to better educational opportunities for the students about whom they are…

Teacher perception, test batteries, and single instruments are presented as the major types of procedures for predicting which preschool children are at risk for experiencing school problems. (SBH)