Intelligent Testing and the Discrepancy Model for Children with Learning Disabilities.

Fletcher, Jack M.; Francis, David J.; Shaywitz, Sally E.; Lyon, G. Reid; Foorman, Barbara R.; Stuebing, Karla K.; Shaywitz, Bennett A.

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Peer reviewed

ERIC Number: EJ579525

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

EISSN: N/A

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Intelligent Testing and the Discrepancy Model for Children with Learning Disabilities.

Fletcher, Jack M.; Francis, David J.; Shaywitz, Sally E.; Lyon, G. Reid; Foorman, Barbara R.; Stuebing, Karla K.; Shaywitz, Bennett A.

Learning Disabilities Research and Practice, v13 n4 p186-203 Fall 1998

Reviews the historical basis and rationale for identifying children as learning disabled due to a discrepancy between scores on measures of intelligence and achievement. Discusses the validity of such classifications and the role of IQ testing in the designation of children as learning disabled for research and public policy. Alternative approaches to classification are considered. (DB)

Descriptors: Achievement Tests, Classification, Definitions, Disability Identification, Eligibility, Intelligence Quotient, Intelligence Tests, Learning Disabilities, Policy Formation, Research Needs

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A