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| Learning Disabilities:… | 2 |
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| Colarusso, Ronald P. | 1 |
| Dangel, Harry L. | 1 |
| Fletcher, Jack M. | 1 |
| Foorman, Barbara R. | 1 |
| Francis, David J. | 1 |
| Keel, Marie C. | 1 |
| O'Malley, Kimberly J. | 1 |
| Swank, Paul R. | 1 |
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| Reports - Research | 2 |
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Peer reviewedO'Malley, Kimberly J.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M.; Swank, Paul R. – Learning Disabilities: Research & Practice, 2002
Poor readers who met low achievement and IQ-discrepancy definitions of reading disability (n=54) were compared with non-impaired readers (n=325) on development of eight precursor and reading-related skills. Results indicate no evidence for differences between the two groups of poor readers in the development on the eight skills, with three…
Descriptors: Academic Achievement, Classification, Cognitive Development, Disability Identification
Peer reviewedColarusso, Ronald P.; Keel, Marie C.; Dangel, Harry L. – Learning Disabilities: Research & Practice, 2001
A review of 6,036 learning disabilities eligibility reports found the application of a regression equation to a standard score formula and the use of two different low-achievement cut-off criteria significantly increased the number of eligible white and African-American students, but neither alternative equalized the proportion of white to…
Descriptors: Black Youth, Blacks, Classification, Disability Identification
