Peer reviewedERIC Number: EJ489551
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Available Date: N/A
Defining Reading and Writing Disabilities with and without IQ: A Flexible, Developmental Perspective.
Berninger, Virginia; And Others
Learning Disability Quarterly, v15 n2 p103-18 Spr 1992
Developmental and criterion reading and writing measures were administered to 300 primary-level students, revealing that elimination of IQ in the definition of learning disabilities would dramatically affect who is identified as learning disabled. A two-stage assessment model analyzing absolute criteria without IQ and relative criteria with IQ is recommended. (Author/JDD)
Descriptors: Definitions, Disability Identification, Educational Diagnosis, Evaluation Methods, Intelligence Quotient, Intelligence Tests, Learning Disabilities, Predictor Variables, Primary Education, Reading Ability, Reading Achievement, Reading Difficulties, Writing Ability, Writing Achievement, Writing Difficulties
Publication Type: Journal Articles; Reports - Research; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
