Much has been written about gifted students with learning disabilities, but there have been few large-scale empirical investigations, and the concept has proven controversial. The authors reviewed the available empirical literature on these students, focusing on (a) the criteria by which the students were identified and (b) the students'…

The purpose of the study was to examine whether the Greek translation of the "Learning Disability Evaluation Scale" (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and…

Discrimination analyses indicated that the subtests chosen for hypothesized age-related deficits classified from 77 percent to 89 percent of the cases as compared with the school district's selection. (Author)

Attention to growth may net more accurate screening results than have been apparent in the long history of early identification research. Instead of relying solely on measures administered at one time point, including a measure of children's growth or responsiveness may add an important dimension to the screening equation and provide a clearer…

An 18-item "Shortened Visuospatial Questionnaire" (SVS) was validated twice, first by verifying that children (ages 8-13) identified with the SVS questionnaire as having visuospatial learning disability (VSLD) (n=54) actually showed visuospatial deficits on psychometric evaluation, and second, by rating with the SVS a clinically identified…

Analysis of the documentation submitted by 415 university students to support their eligibility for support services found serious problems in the type and quality of evaluation reports, including flaws in the comprehensiveness of assessments and the use of questionable instruments for this population. Recommendations are offered for establishing…