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Using Wechsler Data to Predict Success for Learning Disabled College Students.
Peer reviewed Peer reviewed
Leonard, Faith C. – Learning Disabilities Research and Practice, 1991
Data from the Wechsler Adult Intelligence Scale-Revised (WAIS-R), grade point average (GPA) after 2 semesters of full-time enrollment, and selected student characteristics were compared for 49 learning-disabled college students. WAIS-R results were not generally predictive of academic success, although Comprehension and Similarities subtests…
Descriptors: Academic Achievement, College Students, Higher Education, Intelligence Quotient
The Validity of the WJ-R, PIAT-R, and DAB-2 Reading Subtests with Students with Learning Disabilities.
Peer reviewed Peer reviewed
Daub, Deborah; Colarusso, Ronald P. – Learning Disabilities Research and Practice, 1996
Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…
Descriptors: Achievement Tests, Concurrent Validity, Disability Identification, Educational Diagnosis
Interrelations of Frequently Administered Achievement Measures in the Determination of Specific Learning Disabilities.
Peer reviewed Peer reviewed
Slate, John R. – Learning Disabilities Research and Practice, 1996
The interrelation of 4 achievement tests was investigated with 202 students (mean age 11) with specific learning disabilities. Although, in general, achievement subtests claiming to measure the same academic construct were moderately to strongly related, significant mean differences were present on several measures claiming to measure the same…
Descriptors: Academic Achievement, Achievement Tests, Elementary Education, Learning Disabilities
Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences: A Critique of What Was Dunn.
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Kavale, Kenneth A.; Hirshoren, Alfred; Forness, Steven R. – Learning Disabilities Research and Practice, 1998
Synthesizes findings from 36 studies that validated the Dunn and Dunn Model of Learning-Style Preferences. Questions are raised regarding the validity of the model, the nature of the literature base, the interpretation of the meta-analytic findings, and the conclusions. The article concludes that the model has not been adequately validated.…
Descriptors: Cognitive Style, Data Interpretation, Elementary Secondary Education, Learning Disabilities