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| Adolescents | 1 |
| Educational Diagnosis | 1 |
| Intelligence Quotient | 1 |
| Learning Disabilities | 1 |
| Low Achievement | 1 |
| Meta Analysis | 1 |
| Psychometrics | 1 |
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| Fletcher, Jack M. | 2 |
| Lyon, G. Reid | 2 |
| Francis, David J. | 1 |
| LeDoux, Josette M. | 1 |
| Morris, Robin D. | 1 |
| Shaywitz, Bennett A. | 1 |
| Shaywitz, Sally E. | 1 |
| Stuebing, Karla K. | 1 |
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Direct linkFletcher, Jack M.; Francis, David J.; Morris, Robin D.; Lyon, G. Reid – Journal of Clinical Child and Adolescent Psychology, 2005
The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…
Descriptors: Educational Diagnosis, Low Achievement, Psychometrics, Adolescents
Peer reviewedStuebing, Karla K.; Fletcher, Jack M.; LeDoux, Josette M.; Lyon, G. Reid; Shaywitz, Sally E.; Shaywitz, Bennett A. – American Educational Research Journal, 2002
Conducted a meta-analysis of 46 studies addressing the validity of classifying poor readers by the discrepancy between IQ and reading skills. Children who are poor readers but do not display such a discrepancy are not eligible for special education under the learning disability category. Results provide little evidence in support of the validity…
Descriptors: Classification, Intelligence Quotient, Meta Analysis, Reading Ability
