Three types of definitions of learning disabilities (LD) (ability-achievement discrepancy, low achievement, and scatter) were examined to determine the extent of common variance within 48 school-identified LD children and 96 nonLD children (all elementary students). Both samples had previously been administered a battery of psychoeducational…

A study involving 48 school-identified learning disabled (LD) and 96 nonLD elementary students investigated the numbers of students identified by three kinds of LD definitions: ability-achievement discrepancy, low achievement, and scatter. Relationships between each definition and actual school classification were also examined. Data from a…

Examined three definitions of learning disabilities (LD), ability-achievement discrepancy, low achievement, and scatter, to determine common variance among 48 LD children and 96 non-LD children. Factor analysis resulted in two distinct groupings of LD students; low achievement accounted for over four times as much variance as ability-achievement…

The study involving 65 school psychologists, 38 special education teachers, and 21 "naive" university students (those not in education or psychology related programs) examined the extent to which school personnel were able to differentiate learning disabled (LD) students from low achievers by examining students' patterns of scores on…

Provided with information on 41 test or subtest scores of 9 school-identified learning disabled (LD) and 9 non-LD students, 65 school psychologists, 38 special education teachers, and 21 university students found that accuracy and interjudge agreement were difficult in discriminating between LD and non-LD students. (Authors)

Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled (LD) and non-learning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD…

Compared the assessments of 18 judges asked to use an array of information to differentiate learning disabled students. Found judges extremely inaccurate and in little agreement with each other. Different judges emphasized different factors. Results cast doubt on the ability of school personnel to identify learning disabilities accurately.…