We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…

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…

To explore possible reasons for low self-identification rates among undergraduates with learning disabilities (LD), we asked students (38 with LD, 100 without LD) attending two large, public, research-intensive universities to respond to a questionnaire designed to assess stereotypes about individuals with LD and conceptions of ability. Responses…

This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e)…

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…

A learning disability index (LDI) for the assessment of intellectual deficits on the Wechsler Intelligence Scale for Children-Revised (WISC-R) is described. The Factor II score coefficients derived from an unrotated principal components analysis of the WISC-R normative data, in combination with the individual's scaled scores, are used for this…

In a study involving 78 first-year college students, 19 of whom had been identified as learning disabled (LD), it was found that scores on the American College Test, Standard Test of Academic Skills, and grade point average could be used to predict LD with 84 percent accuracy. (Author/CL)

A procedure, employing a tachistoscope, is presented to enable teachers to identify the nature of arithmetic difficulties. (Author/SBH)

Nine procedures assessing the magnitude or statistical significance of ability-achievement discrepancy dealing only with magnitude were evaluated and found to possess one or more serious statistical deficiencies. The approach with the greatest potential involves assessing the statistical significance (reliability) of a discrepancy score and then…

Some methods for evaluating movements are reviewed and their usefulness for neuropediatric diagnosis discussed. (SBH)

Part 3 of a series to develop a research technique to evaluate learning disabled children and to determine effective and non-effective elements in the teaching process. (RJ)

The paper suggests that a continuum of severity within the learning disabled population is functionally related to the ease of adaptation to the environment. It is suggested that adaptive criteria can be used to determine homogeneous subgroups among the learning disabled population functionally as well or better than criteria based on traditional…

The author describes the tests he uses in evaluating students for learning disabilities, his reasons for using them, and results and interpretations based on those tests. (CL)

The article reviews work conducted on the assessment and training of social skills in learning disabled individuals, outlining cognitive social skills and overt social behaviors that should be included in interventions, and discussing assessment techniques (such as behavioral observation codes and sociometric techniques). (CL)

Grade equivalent scores and standard scores for 32 elementary learning disabled were compared and yielded significant correlations. Mean grade equivalent scores did, however, significantly differ for the two reading measures but not when standard scores were used. The two math indices yielded nonsignificant grade equivalent scores. (Author/CL)