Differentiating Low Achieving Students and Students with Learning Disabilities: An Examination of Performances on the Woodcock-Johnson Psycho-Educational Battery.

Merrell, Kenneth W.

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Peer reviewed

ERIC Number: EJ420090

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4669

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Differentiating Low Achieving Students and Students with Learning Disabilities: An Examination of Performances on the Woodcock-Johnson Psycho-Educational Battery.

Merrell, Kenneth W.

Journal of Special Education, v24 n3 p296-305 Fall 1990

The study, with learning-disabled (n=152) and low-achieving (n=93) elementary and middle school students, attempted to isolate which cognitive ability and academic achievement variables from the Woodcock-Johnson Psycho-Educational Battery differentiated the two groups. Three W-J academic variables (skills, reading, and written language) most clearly distinguished between the groups. (Author/DB)

Descriptors: Academic Achievement, Basic Skills, Cognitive Processes, Elementary Education, Junior High Schools, Learning Disabilities, Psychoeducational Methods, Reading Achievement, Student Characteristics, Underachievement, Written Language

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery

Grant or Contract Numbers: N/A

Author Affiliations: N/A