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Dickinson, Donald J. – Journal of Learning Disabilities, 1980
A direct assessment analyzes the task to be learned in such a way that the steps required to learn the skills are specified and the child's level within the task is determined. This assessment takes into consideration that the child's immediate environment can make a difference in performance. (Author/SBH)
Descriptors: Elementary Secondary Education, Evaluation Methods, Learning Disabilities, Performance Based Assessment
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Larsen, Janet; And Others – Journal of Learning Disabilities, 1973
One-hundred children (mean age 10 years) who had been referred to an interdisciplinary learning disabilities group were described on the bases of physical and neuropsychological status, intelligence, level of reading and school achievement, and family background. (Author)
Descriptors: Academic Achievement, Children, Exceptional Child Education, Interdisciplinary Approach
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Elkins, John; Sultmann, William F. – Journal of Learning Disabilities, 1981
Seven discriminant analyses were performed with significant group separation occurring for six of these. Classification analyses indicated that using the 10 major subtests produced accurate classification in approximately 71 percent of cases. Results were discussed in the light of previous research methodologies and the debate as to the…
Descriptors: Classification, Discriminant Analysis, Exceptional Child Research, Learning Disabilities
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Klorman, Rafael – Journal of Learning Disabilities, 1991
This paper selectively reviews research on event-related potentials (ERPs) during cognitive processing among children with attention deficit disorder. Research indicates that performance deficits during sustained attention are coupled with reduced amplitude of the P3B component of the ERP, which may be increased with stimulants. P3B latency and…
Descriptors: Attention, Attention Deficit Disorders, Cognitive Processes, Drug Therapy
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Barrera, Manuel – Journal of Learning Disabilities, 2006
This article examines the efficacy of current definitional perspectives on learning disabilities (LD) and related assessment models to support appropriate instructional and support services for learners of English with learning-related difficulties. A revised framework for defining LD and an associated assessment model, curriculum-based dynamic…
Descriptors: Program Effectiveness, Limited English Speaking, Learning Disabilities, Student Evaluation
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Senf, Gerald M., Ed. – Journal of Learning Disabilities, 1978
Discussed are some negative implications of the final federal rules for evaluating specific learning disabilities (Federal Register, December 29, 1977), which conceptually redefined learning disabilities to mean an "underachievement." (DLS)
Descriptors: Classification, Definitions, Elementary Secondary Education, Evaluation Methods
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Gregg, Noel; Mather, Nancy – Journal of Learning Disabilities, 2002
This article reviews the varied components of written language, suggest informal means for written language assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Informal Assessment, Learning Disabilities
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Lee, Rene Friemoth; Kamhi, Alan G. – Journal of Learning Disabilities, 1990
Twelve learning-disabled (LD) children (ages 9-11) with language impairments performed more poorly on 3 verbal metaphor tasks and a visual metaphor task than 12 LD children without language impairments, who, in turn, performed more poorly than 12 nondisabled children on all but the visual task. Context variations had no effect on performance.…
Descriptors: Comprehension, Context Effect, Language Handicaps, Language Skills
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Perkins, Victoria L. – Journal of Learning Disabilities, 1988
Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…
Descriptors: Decoding (Reading), Educational Therapy, Elementary Education, Error Analysis (Language)
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Ruiz, Nadeen T. – Journal of Learning Disabilities, 1995
An ethnographic study of one elementary bilingual special education classroom found three profile types of students, ranging from severe language learning disabilities to normal abilities. Results show the inadequacy of the medical model and support a contextual performance view that acknowledges the role of instructional context in revealing the…
Descriptors: Ability Identification, Bilingual Education, Context Effect, Disability Identification