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Direct linkCahan, Sorel; Fono, Dafna; Nirel, Ronit – Journal of Learning Disabilities, 2012
The regression-based discrepancy definition of learning disabilities has been suggested by Rutter and Yule as an improvement of the well-known and much criticized achievement-intelligence discrepancy definition, whereby the examinee's predicted reading attainment is substituted for the intelligence score in the discrepancy expression. Even though…
Descriptors: Intelligence, Learning Disabilities, Predictive Validity, Definitions
San Miguel Montes, Liza E.; Allen, Daniel N.; Puente, Antonio E.; Neblina, Cris – Psychological Assessment, 2010
The Wechsler Intelligence Scale for Children (WISC) is the most commonly used intelligence test for children. Five years ago, a Spanish version of the WISC-IV was published (WISC-IV Spanish; Wechsler, 2005), but a limited amount of published information is available regarding its utility when assessing clinical samples. The current study included…
Descriptors: Referral, Epilepsy, Clinical Diagnosis, Predictive Validity
Nelson, Jason M. – Assessment for Effective Intervention, 2009
This study investigated the psychometric properties of the kindergarten Texas Primary Reading Inventory (TPRI; Texas Education Agency and the University of Texas System, 2004-2006) Mid-Year screeners with a sample of 180 students. The TPRI screeners were designed to determine which students are not at risk for later reading failure. Results…
Descriptors: Early Reading, Reading Failure, Test Validity, Predictive Validity
Souroulla, Andry Vrachimi; Panayiotou, Georgia; Kokkinos, Constantinos M. – Journal of Learning Disabilities, 2009
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…
Descriptors: Learning Disabilities, Factor Analysis, Measures (Individuals), Disability Identification
Hale, James B.; Fiorello, Catherine A.; Dumont, Ron; Willis, John O.; Rackley, Christopher; Elliott, Colin – Psychology in the Schools, 2008
Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these "regulatory" methods address the "statutory" SLD definition, which explicitly includes a deficit in "basic…
Descriptors: Learning Disabilities, Predictive Validity, Psychology, Mathematics Achievement
Massetti, Greta M.; Lahey, Benjamin B.; Pelham, William E.; Loney, Jan; Ehrhardt, Ashley; Lee, Steve S.; Kipp, Heidi – Journal of Abnormal Child Psychology, 2008
The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred…
Descriptors: Academic Achievement, Attention Deficit Disorders, Hyperactivity, Children
Leung, C.; Lindsay, G.; Lo, S. K. – European Journal of Special Needs Education, 2007
Early identification of children experiencing difficulties in learning is essential for timely and effective intervention. The aim of this study was to develop a screening instrument for identifying students with learning difficulties at the end of the first term of Primary 1 in Hong Kong. This paper describes the development and validation of a…
Descriptors: Foreign Countries, Learning Problems, Identification, Check Lists
Peer reviewedKochanek, Thomas T.; Hennen, Florence – Special Services in the Schools, 1988
Two measures used for early detection of learning problems (Preschool Screening System and Denver Articulation Screening Exam) were tested for their predictive validity. Educational placement at the end of grade one was examined and compared to pre-kindergarten test scores on the two measures. Analysis found both measures to be valid. (Author/MSE)
Descriptors: Diagnostic Tests, Early Identification, Followup Studies, Kindergarten
