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Keogh, Barbara K. – Learning Disabilities Research, 1987
Arguments supporting the conceptual validity of learning disabilities are presented against the background of current definitional problems. The need to differentiate between classification and identification and the importance of a shared attribute definition are stressed. It is argued that a taxonomy of learning disabilities and related…
Descriptors: Achievement, Classification, Definitions, Educational Diagnosis
Parrill, Melinda – Learning Disabilities Research, 1987
The article reviews the role of development and individual differences in the concept of discrepancy as applied to the differential diagnosis of learning disabilities. It is concluded that discrepancy may be better used within learning disabilities rather than in distinguishing between learning disabilities and other handicapping conditions.…
Descriptors: Academic Ability, Academic Achievement, Cognitive Development, Educational Diagnosis
Kavale, Kenneth A. – Learning Disabilities Research, 1987
The article reviews theoretical issues surrounding the concept of severe discrepancy in the diagnosis of learning disabilities. Components of discrepancy, including ability measures and achievement measures, are discussed. It is concluded that discrepancy is a necessary but not sufficient criterion in the identification of a learning disability.…
Descriptors: Academic Ability, Academic Achievement, Educational Diagnosis, Elementary Secondary Education
Willson, Victor L. – Learning Disabilities Research, 1987
The article reviews statistical and psychometric issues associated with the severe discrepancy definition of learning disabilities used in Public Law 94-142. It is proposed that these issues should not drive the psychological theory of learning disabilities and should be replaced by constructs firmly grounded in psychological theories of learning.…
Descriptors: Academic Ability, Academic Achievement, Definitions, Educational Diagnosis
Scruggs, Thomas E. – Learning Disabilities Research, 1987
In response to Kenneth Kavale's theoretical objections to the model of severe discrepancy in determining the existence of learning disabilities, this article describes advantages of discrepancy considerations and presents a model that emphasizes the role of the learning disabilities teacher in diagnosing and remediating specific learning…
Descriptors: Academic Ability, Academic Achievement, Definitions, Educational Diagnosis
