Memory and Learning Assessment: Missing from the Learning Disabilities Identification Process for Too Long.

Zurcher, Raymond

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ521601

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Memory and Learning Assessment: Missing from the Learning Disabilities Identification Process for Too Long.

Zurcher, Raymond

LD Forum, v21 n1 p27-30 Fall 1995

This article takes a critical look at methods used to identify learning disability (such as use of ability/achievement discrepancy formulas and medical/neurobiological diagnosis) and presents an alternative method that adds assessment of the psychological processes of memory and learning to current practices of assessing intelligence and achievement. (DB)

Descriptors: Academic Achievement, Clinical Diagnosis, Cognitive Processes, Disability Identification, Elementary Secondary Education, Evaluation Methods, Intelligence, Learning Disabilities, Learning Processes, Memory, Student Evaluation

Publication Type: Journal Articles; 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