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Cognitive and Achievement Characteristics of Students from a National Sample Identified as Potentially Twice Exceptional (Gifted with a Learning Disability)
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Maddocks, Danika L. S. – Gifted Child Quarterly, 2020
It is important to identify cognitive and achievement characteristics that differentiate students who are twice exceptional because they are gifted and have a learning disability (2e-LD) from gifted and average ability peers because this information informs empirically-based identification and support systems for this population. In this study, I…
Descriptors: Student Characteristics, Cognitive Ability, Academic Achievement, Academically Gifted
An Examination of the Relationships between Specific Learning Disabilities Identification and Growth Rate, Achievement, Cognitive Ability, and Student Demographics
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Maki, Kathrin E.; Barrett, Courtenay A.; Hajovsky, Daniel B.; Burns, Matthew K. – School Psychology, 2020
Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…
Descriptors: Learning Disabilities, Disability Identification, Academic Achievement, Race
The Development and Applied Utility of a Normative Aptitude-Achievement Taxonomy for the Woodcock-Johnson Psycho-Educational Battery-Revised.
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Konold, Timothy R.; Glutting, Joseph J.; McDermott, Paul A. – Journal of Special Education, 1997
This study developed a normative core profile taxonomy of the four scholastic aptitude and corresponding achievement scales of the Woodcock-Johnson Psycho-Educational Battery (Revised). Cluster analysis was used to sort 2,620 students from the standardization sample. Results of internal and external validity analyses provided support for eight…
Descriptors: Ability, Achievement, Achievement Tests, Aptitude Tests