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…

When 43 experienced school psychologists were asked to evaluate discrepancy scores, it was found that they made inconsistent choices, failed to use standard statistical procedures for testing differences between scores, and tended to misinterpret percentile ranks as useful for discrepancy analysis. Implications for learning-disabilities…

This article presents a synthesis of articles discussed as part of the research symposium at the 25th international conference on learning disabilities by the Council for Learning Disabilities, October 11, 2003. Educators attempting to keep up with the most recent research readily acknowledge that there is too much to read and too little time for…

The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

Eight commonly used discrepancy formulas were applied to the IQ and achievement scores of a sample of 92 potentially learning disabled children, 7 to 12 years old. The formulas yielded strikingly disparate results in terms of the number of children identified as learning disabled by each. (SW)

A study was conducted to replicate previous findings concerning naive judges' negative immediate impressions of learning disabled children. Results indicated that while second grade learning disabled boys were judged as at least as adaptable as and less hostile than nonlearning disabled children, the opposite results were obtained with fourth…

The National Joint Committee for Learning Disabilities' definition of learning disabilities is presented, followed by a discussion of parameters to be considered in operationalizing the definition. Major definitional issues are then explored, including using testable and meaningful constructs, linking definitions to neuropsychological evidence,…

Descriptive information was gathered about 790 students with learning disabilities in primary, intermediate, and secondary grades. Results included identification of learning disabilities peaked in first grade; 76 percent of these students were identified by the end of grade 5; and students with more severe discrepancies tended to be identified at…

This article explores differences in language development, experience, and use by various cultures. The paper contends that a lack of understanding of multiple views and the characteristics of various languages can result in both misdiagnosis and inappropriate instruction for many individuals labeled "learning disabled." (Author/JDD)

Application of cluster analysis to 57 elementary grade children with learning disabilities resulted in identification of 5 subgroups: (1) children with language deficits; (2) children with visual deficits; (3) children with no notable deficits; (4) children with very poor reading achievement but very high self-concept; (5) children with behavior…

This study addressed the validity of using a five-state multifaceted approach to defining reading disabilities. Comparison of 204 reading-disabled (selected by criteria such as intraindividual differences and low achievement) and normally achieving junior high students on motivational, cognitive, and metacognitive variables (usually associated…

Two position papers by the National Joint Committee on Learning Disabilities (NJCLD) present (1) the core competencies needed by regular and special education teachers who work with children with learning disabilities, and (2) recommendations for operationalizing the five constructs underlying the NJCLD definition of learning disabilities for…

Specific reading disability/dyslexia is examined as the one type of learning disability for which research results are consistent enough to suggest a model. The implications of this model are considered and three types of learning disabilities are discussed: specific language impairments, specific reading disability/dyslexia, and specific math…

This study examined children's presentations of the "LD experience" as expressed in online messages on a public website designed for children with learning and attention problems. Earlier research has demonstrated that children view the Internet as a social medium that enables communication and promotes personal relationships. In the current…

The article examines characteristics, diagnosis, and treatment of learning disabled adolescents from a clinical perspective. (PHR)