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…

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.…

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.…

Teachers of the learning disabled (N=150) reported that major identification criteria in recent learning disability (LD) placements were intraindividual variability, achievement-potential discrepancy, below grade level academic achievement, and exclusion of other handicapping conditions. Teachers serving only LD students reported more emphasis on…

Five formulas for identifying discrepancies for eligibility as learning disabled (LD) were applied to 137 children (ages 6-14) already diagnosed as LD. Among results cited was that 64 percent were not identified as LD by any formula. Issues concerning the use of discrepancy formulas for LD screening are discussed. (Author/JW)

The article examines distinctions in the prediction and variation discrepancy models for identification of learning disabilities (LD) discussed by Gary Hessler. Related topics addressed include choices of ability and achievement measures, identification procedures (increasing accuracy), student referrals, and changes in the LD profile. (JW)

Comparison of language test performance of 26 learning disabled and 26 non-learning disabled Black elementary-aged children is discussed in terms of (1) relative performance of the two groups, (2) the most useful assessment measures for this population, and (3) effects of socioeconomic factors on language test performance. (Author/DB)

The rationale for employing severe discrepancy criteria in learning disability identification is discussed. Educational implications of two models for determining severe discrepancy are described (the variation model and the prediction model), and the importance of distinguishing between the two is stressed. (JW)

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.…

The intellectual and achievement characteristics of 906 students with learning disabilities (LD) and 836 students referred but deemed ineligible for special services were studied. LD students achieved significantly below ineligible students, and exhibited severe discrepancies between expected and actual achievement. Indiana's LD guidelines for…

The article reviews findings regarding the use of severe discrepancy formulas in the identification of learning disabilities by the Work Group on Measurement Issues in the Assessment of Learning Disabilities. Associated problems such as overreliance on test scores and the exclusion of the teacher in educational decision making are discussed.…

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…