The Role of Inferential and Direct Measurements in Identification and Educational Planning for Children with Learning Disabilities.

Reid, J. David; And Others

Notes FAQ Contact Us

Back to results

ERIC Number: ED122497

Record Type: RIE

Publication Date: 1976-Apr

Pages: 10

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

The Role of Inferential and Direct Measurements in Identification and Educational Planning for Children with Learning Disabilities.

Reid, J. David; And Others

Compared are the application of direct (criterion referenced) and inferential (norm referenced) measurement to the educational diagnosis and remediation of children with learning disabilities. The task analysis approach is seen to require direct measurements for which standard reliability, validity, and item analysis evaluation procedures are inappropriate. The trend towards increasing use of task analysis is thought to require a more behavioral definition of learning disabilities. (DB)

Descriptors: Criterion Referenced Tests, Elementary Secondary Education, Exceptional Child Education, Identification, Learning Disabilities, Remedial Instruction, Task Analysis

Publication Type: Speeches/Meeting Papers

Education Level: N/A

Audience: N/A

Language: N/A

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Paper presented at the Annual International Convention, The Council for Exceptional Children (54th, Chicago, Illinois, April 4-9, 1976)