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Stability of Risk Status during Preschool
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Milburn, Trelani F.; Lonigan, Christopher J.; Phillips, Beth M. – Journal of Learning Disabilities, 2019
The current study investigated the stability of children's risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools (n = 631) and non-Title 1 schools (n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered…
Descriptors: Preschool Children, Phonological Awareness, At Risk Students, Disadvantaged Schools
Characteristics of Students Identified with Dyslexia within the Context of State Legislation
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Odegard, Timothy N.; Farris, Emily A.; Middleton, Anna E.; Oslund, Eric; Rimrodt-Frierson, Sheryl – Journal of Learning Disabilities, 2020
All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better…
Descriptors: Dyslexia, Screening Tests, Disability Identification, Incidence
The Trend in SLD Enrollments and the Role of RTI
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Zirkel, Perry A. – Journal of Learning Disabilities, 2013
Based on the latest U.S. Department of Education data, this article presents the enrollment figures for students identified with specific learning disabilities (SLD) under the Individuals with Disabilities Education Act (IDEA) for the school years from 1995-1996 to 2011-2012. The figures for each year are (a) the number of students with SLD ages 6…
Descriptors: Enrollment Trends, Response to Intervention, Learning Disabilities, Incidence
Objective Criteria for Classification of Postsecondary Students as Learning Disabled: Effects on Prevalence Rates and Group Characteristics
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Sparks, Richard L.; Lovett, Benjamin J. – Journal of Learning Disabilities, 2009
This study examined the consequences of classifying postsecondary students as learning disabled (LD) using five objective sets of criteria: IQ-achievement discrepancies (1.0 to 1.49 SD, 1.5 to 1.99 SD, and greater than or equal to 2.0 SD), DSM-IV criteria, and chronic educational impairment beginning in childhood. The participants were 378…
Descriptors: Evaluation Criteria, Disability Identification, Postsecondary Education, Learning Disabilities
Gender Bias in IQ-Discrepancy and Post-Discrepancy Definitions of Reading Disability.
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Share, David L.; Silva, Phil A. – Journal of Learning Disabilities, 2003
A study investigated whether higher prevalence of reading disabilities among boys is related to gender bias in the prediction of reading from IQ. Data from 1,139 New Zealand children (collected during ages 5-13) indicate a significant intercept bias. Boys' predicted reading scores were systematically overestimated, thereby inflating IQ-reading…
Descriptors: Classification, Disability Identification, Elementary Education, Foreign Countries
A Formula-Based Classification of Learning Disabled Children: An Examination of the Issues
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Danielson, Louis C.; Bauer, Jane N. – Journal of Learning Disabilities, 1978
Examined are some generic issues and problems related to the development of operational procedures for identifying learning disabled children, focusing on the formula proposed by the Bureau of Education for the Handicapped. (DLS)
Descriptors: Classification, Definitions, Elementary Secondary Education, Evaluation Methods
Reading Disability Defined as a Discrepancy between Listening and Reading Comprehension: A Longitudinal Study of Stability, Gender Differences, and Prevalence.
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Badian, Nathlie A. – Journal of Learning Disabilities, 1999
A study that followed 1,008 children from prekindergarten through grade seven or eight for 13 years found that defining reading comprehension disability in terms of a discrepancy between group-administered tests of listening and reading comprehension provided a fairly accurate estimate of the stability, gender ratio, and prevalence of the…
Descriptors: Classification, Clinical Diagnosis, Disability Identification, Elementary Education