Despite the importance of identifying individuals with reading disabilities, existing operational definitions of reading disability do not result in reliable identification. A large part of the problem arises from measurement error when a cut-point is imposed on a continuous distribution, especially for low base-rate conditions. One way to reduce…

Purpose: The ability to identify children early in development who are at substantial risk for language/literacy difficulties would have great benefit both for the children and for the educational and therapeutic institutions that serve them. Information that is relatively easily available prior to the age of 3 years, such as late talking, family…

The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted,…

Aim: The aim of this study was to identify subgroups of children born moderately preterm (MPT) and term with distinctive levels and patterns of functioning, and the perinatal and demographic factors that predict subgroup membership. Method: A total of 378 children aged 7 years, 248 MPT (138 males, 110 females; gestational age 32-36 wks) and a…

Understanding the precursors and early indicators of dyslexia is key to early identification and effective intervention. Now there's a single research volume that brings together the very latest knowledge on the earliest stages of dyslexia and the diverse genetic, neurobiological, and cognitive factors that may contribute to it. Based on findings…

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…

Relationships between foreign language learning and four characteristics--anxiety, aptitude, attitudes and attributions for success--were investigated for 95 students enrolled in introductory level Spanish classes at a large, southeastern university in the United States. Examination grades resulted in significantly positive correlation with an…

Children with learning disabilities (LD) makeup 50.5% of all children identified for special services in the schools. Research has found that children with LD have difficulties in areas of functioning related to social competence. This study is based on a risk and resilience model to explore external protective factors (friendships and social…

Fifty-six children with speech-language impairments were identified in kindergarten and followed in first and second grades. Subjects' performance on standardized measures of language ability in kindergarten was closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming…

Research is showing that the incidence of minor physical abnormalities correlates with learning and behavioral problems in children. J. Rappoport and associates at Georgetown University have developed a scale to count such physical abnormalitites as the epicanthus fold, placement of ears, curve of little finger, length of toes, or lack of…

Tested with the Stanford-Binet Scale of Intelligence were 70 children, aged 3- to 5-years with IQ's from 75 to 145, to determine whether the test could serve as a diagnostic tool for identifying learning disabilities (LD) in preschool children. It was hypothesized that LD children would have a basal age no more than two levels below chronological…

Teacher perception, test batteries, and single instruments are presented as the major types of procedures for predicting which preschool children are at risk for experiencing school problems. (SBH)

The usefulness of the Vane Kindergarten Test in the early identification of children with learning problems was tested. (Author/GW)

The English Picture Vocabulary Test and the Croydon Checklist (for teachers) were used for screening along with a standardized reading test to measure the predictive validity of the screening instruments. Results indicated that a number of children were misclassified and reasons for this, such as teachers' misconceptions, are discussed. (PHR)

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)