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Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities
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Sparks, Richard L.; Lovett, Benjamin J. – Learning Disability Quarterly, 2013
This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…
Descriptors: Learning Disabilities, College Students, Clinical Diagnosis, Criteria
The Validity of the WJ-R, PIAT-R, and DAB-2 Reading Subtests with Students with Learning Disabilities.
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Daub, Deborah; Colarusso, Ronald P. – Learning Disabilities Research and Practice, 1996
Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…
Descriptors: Achievement Tests, Concurrent Validity, Disability Identification, Educational Diagnosis
Achievement Test Score Differences for Students with Specific Learning Disabilities: A Replication.
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Slate, John R. – B.C. Journal of Special Education, 1997
Differences between and interrelationships among reading and math achievement test scores for 269 students with learning disabilities were investigated to determine whether previous findings were replicable. Findings supported previous research that showed different achievement tests purporting to measure the same construct did not provide…
Descriptors: Academic Accommodations (Disabilities), Clinical Diagnosis, Disability Identification, Elementary Secondary Education
The Use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the Diagnosis of a Learning Disability in Reading: A Caveat.
Caskey, William E., Jr. – Diagnostique, 1985
Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…
Descriptors: Achievement Tests, Disability Identification, Educational Diagnosis, Elementary Education