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Direct linkTitley, Jonathan E.; D'Amato, Rik Carl; Koehler-Hak, Kathrine M. – Contemporary School Psychology, 2014
The identification of children at-risk for reading problems can be costly and time-consuming. Previous research has indicated that teachers are relatively accurate in assessing children's overall reading ability. This study investigated the accuracy of kindergarten and first grade teacher rating scales in predicting children's reading…
Descriptors: Literacy, Student Evaluation, Achievement Rating, At Risk Students
Lee, Brason – Multiple Voices for Ethnically Diverse Exceptional Learners, 2014
This study applies a diagnostic errors framework to identify and classify mistakes that were made in a psychoeducational assessment of a bilingual student who was misidentified as a person with autism. Findings of diagnostic errors were categorized under four domains--faulty knowledge, faulty data gathering, faulty data processing, and faulty…
Descriptors: Bilingualism, Evaluation Methods, Error Patterns, Knowledge Level
Lin, E.; Balogh, R.; Cobigo, V.; Ouellette-Kuntz, H.; Wilton, A. S.; Lunsky, Y. – Journal of Intellectual Disability Research, 2013
Background: Individuals with intellectual and developmental disabilities (IDD) experience high rates of physical and mental health problems; yet their health care is often inadequate. Information about their characteristics and health services needs is critical for planning efficient and equitable services. A logical source of such information is…
Descriptors: Mental Retardation, Developmental Disabilities, Disability Identification, Data Analysis
Download full textSood, Vishal – Journal on Educational Psychology, 2013
For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the…
Descriptors: Verbal Learning, Learning Disabilities, Children, Disability Identification
Miles, T. R.; Haslum, M. N.; Wheeler, T. J. – Annals of Dyslexia, 1998
A study involving 11,804 British children (age 10) found that when specified criteria for dyslexia were used, 269 children qualified as dyslexic. These included 223 boys and 46 girls, for a ratio of 4.51 to 1. Difficulties in interpreting these data are discussed and a defense of the criteria is provided. (Author/CR)
Descriptors: Children, Clinical Diagnosis, Data Analysis, Data Interpretation
Cherkes-Julkowski, Miriam – Learning Disabilities: A Multidisciplinary Journal, 2004
The No Child Left Behind Act (NCLB) firmly insists that performance analyses use disaggregated scores. Disaggregation, according to NCLB, involves measuring and reporting achievement for separate subgroups of children so that achievement problems in any one subgroup are not disguised when averaged or aggregated with higher achieving children in…
Descriptors: Federal Legislation, Learning Disabilities, Disability Identification, School Personnel
