Being identified with a learning disability makes students vulnerable to experiences of stigmatization, which can be associated with negative academic and emotional effects. Yet, research with other vulnerable populations demonstrates that individual perceptions of stigmatization, or stigma consciousness, are not uniform and that variability in…

Written-expression curriculum-based measurement (WE-CBM) is used for screening and progress monitoring students with or at risk of learning disabilities (LD) for academic supports; however, WE-CBM has limitations in technical adequacy, construct representation, and scoring feasibility as grade-level increases. The purpose of this study was to…

As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…

The purpose of this article was to describe an initial step developing a new scale to identify individuals with learning disabilities (LD) and test anxiety. Eighty-eight students answered the "Minnesota Multiphasic Personality Inventory-2" (MMPI-2). The participants were drawn from the following three groups: (a) adults with LD and test…

Meta-analysis was used to arrive at a quantitative synthesis of the results of 94 studies of the validity of Wechsler regroupings for differential diagnosis of learning disabilities. The primary findings indicated that no recategorization, profile, factor cluster, or pattern showed a significant difference between learning disabled and normal…

The validity of the Woodcock-Johnson Psycho-Educational Battery was evaluated with a sample of 50 learning disabled fourth graders. In general, the Battery has some convergent validity but little discriminant validity relative to various cluster scores or specific uses. (Author)

Scores of 38 learning-disabled college students on the revised Wechsler Adult Intelligence Scale (WAIS-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared. Results indicated significant correlations between the tests, though subjects tended to obtain higher scores on the WISC-R than on the WAIS-R. (Author/DB)

Evaluation of the Luria-Nebraska Neuropsychological Battery's utility in distinguishing between 30 male adolescents diagnosed as learning disabled (LD) and 30 matched non-LD students indicated that the battery correctly classified 90 percent of the sample with 6.7 percent false positives and 13.3 percent false negatives. (Author/DB)

The study compared the Woodcock-Johnson Psycho-Educational Battery Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children--Revised for a sample of 51 learning disabled children (7-11 years old). (Author/SBH)

Findings were interpreted to mean that the BTBC can be used as a general estimate of cognitive ability. Canonical analysis of all variables revealed the presence of one common factor, language comprehension (Author)

The usefulness of the Woodcock-Johnson Psycho-Educational Battery (W-J) to assess learning disabled (LD) children was assessed. The W-J factor clusters could not be replicated with this LD sample, and little evidence was found of the validity of either the cognitive factor clusters or the aptitude factor clusters. (Author/SEW)

The article focuses on the controversy over norm-referenced v criterion-referenced measures (CRM) in assessment of learning disorders. The authors contend that while the reliability of CRMs is generally indisputable, the validity of measures designed from local curricula is still dependent on the intuitive judgments of teachers. (Author/SBH)

Reanalysis of data derived from a meta-analysis of the Wechsler Intelligence Scale for Children-Revised, using a learning disability index derived from a principal-components analysis, found that the test discriminated reliably between 9,372 learning-disabled children and their non-disabled peers. (Author/CB)

Among the findings was that the factor structure of learning disabled children on the Wechsler Intelligence Scale for Children-Revised was somewhat more fractionated and complex than for normals, but not as complex as for reading disabled children. (Author/DLS)

The study evaluated the utility of Kaufman-Assessment Battery for Children (K-ABC) subtests in differentiating learning-disabled children from students with other handicapping conditions, and compared K-ABC subtests with Wechsler Intelligence Scale for Children-Revised subtests. Results showed that subtest scores did not enhance differential…