This archival data study examined the relations between cognitive abilities and math reasoning for Hispanic English learner (EL) students in grades 1 through 5 with an identified learning disability. The 295 student participants were referred for an initial psycho-educational Spanish or English evaluation due to academic concerns by their school…

Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary…

This article briefly reviews the history of intellectual assessment with children and youth in Japan, as well as current practices and future directions. The history of intelligence test use in Japan began in the early 20th century. Since the 21st century, three major intelligence tests, namely, the Wechsler Intelligence Scales, the Kaufman…

Psychoeducational assessment, and specifically cognitive testing, is important to the role of school psychologists; however, the utility of such testing has been called into question, and its future is unclear. Researchers are divided into two camps. One side grew disenchanted with cognitive testing after the failure of the discrepancy method to…

An operational index of discrepancy to assist in identifying learning disabilities was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children, and relevant subtest scores on the Peabody Individual Achievement Test. Considerable caution should be exercised when classifying children, especially females, as learning disabled.…

A group of 41 learning disabled children were tested on the WISC-R. Two main questions were explored: (a) Do WISC-R tests assess "g" for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? (Author)

WISC performance of 77 boys with serious school learning problems was analyzed according to three factors hypothesized to reflect functional differences in learning styles. Sub-samples identified as Learning Disordered, Learning Disordered-Hyperactive, or Educable Mentally Retarded, differed in patterns of subtest scores, although within groups…