The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns…

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on…

The primary purpose of the present study is to evaluate the emotional experience of students with (n = 52) and without attention problems (n = 272) during an achievement task. A secondary purpose of the present study is to compare students' emotional response to various stimuli, when motivated by various achievement goals. Participants were…

This article argues for the adoption of a 2-step procedure in diagnosing dyslexia: first, identify students with word list reading standard scores below 90, and then identify students with a reading score at least 10 points lower than expected from the full scale intelligence quotient. (JDD)

The article reviews current estimation techniques and their resultant effects on the learning disability classroom's composition. An alternate estimation methodology, using z-score conversions, is presented. (Author/SBH)

A method for collecting data on students which was developed in a learning disabilities resource room project is presented as a way to determine objective progress in areas that are more difficult to measure informally. Sample grids for recording data are included. (SBH)

Three studies investigated the effectiveness of the Computer Assisted Reading Diagnosis, a diagnostic system based on "rauding" theory (a collection of theories, constructs, and equations developed to describe, explain, predict and control the ability to comprehend relatively easy sentences) and a causal model of reading achievement.…

Analyzes the current state of mathematics assessment as applied to individuals with learning disabilities. An overview of the development of mathematics assessment is provided and specific strategies for conducting math evaluations are described, including portfolios, criterion-referenced tests, curriculum-based measurement, observations, and…

This study, involving 1,069 children (ages 9-14) referred for evaluation of learning disability, used 3 definitions of reading disability to provide criteria for 5 groups of children based on discrepancy between intelligence quotient (IQ) and academic achievement. Results question the validity of segregating children with reading deficiencies…

This article argues that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It is mathematically demonstrated that the regression-based discrepancy method largely reflects…

This article evaluates conclusions in Van den Broeck's article (2002) that argue the regression-based discrepancy method (RDM) used in learning disabilities diagnosis is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It concludes acceptable models support the…

This article responds to a critique by Willson and Reynolds (2002) that argued for the use of the regression-based discrepancy method (RDM) for identifying learning disabilities. It argues the statistical and theoretical counterarguments are based on a misreading of the statistical models presented. (Contains 8 references.) (Author/CR)

A study involving 24 special educators and 31 regular educators found that special educators using transenvironmental programming who received curriculum-based measurement information about their students' academic progress were more likely to plan and implement academic interventions in preparation for students' transition than those who did not…

The school reentry of students with traumatic brain injury (TBI) is discussed, focusing on federal legislation requirements, TBI characteristics, assessment methods, the range of services that need to be considered, problems affecting students' academic and social functioning, need for a school team approach, schedule for reintegration planning,…