Examined long-term predictive validity of Learning Disabilities Index (LDI) as it relates to achievement outcomes for learning-disabled children. Results indicated that successive LDI scores at ages 7, 10, and 13 were capable of differentiating among children who had been identified as good, moderate, and poor outcome groups at age 13. (Author/NB)

Students (N=54) not designated as learning disabled completed the Woodcock-Johnson Psycho-Educational Battery and the Wechsler Intelligence Scale for Children-Revised. Significant differences were found in the mean scores between the two measures, suggesting that the Woodcock-Johnson may be loaded with verbal factors. (NRB)

Results of the present study appear to suggest that the PIAT and WRAT may be used interchangeably to assess the achievement levels of learning disabled children. (Author)

Response to intervention (RTI) has little application to the identification of and access to accommodations for adults with learning disabilities (LD). However, the critical topics raised during the reauthorization of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) pertaining to LD eligibility criteria are similar…

Compared Kaufman Assessment Battery for Children (K-ABC) with Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Individual Achievement Test (PIAT) to determine K-ABC's utility in determination of a severe discrepancy for learning disabilities classification. Found that K-ABC and WISC-R/PIAT approaches to the determination of a…

Examines limitations of standard scores of achievement tests used in diagnosing learning disabilities. Consideration of these limitations is important in deciding whether a marked discrepancy exists between ability and achievement. Recommends use of developmental standard scores over status standard scores. (Author/ABB)

The Key Math Diagnostic Arithmetic Test was administered to 82 learning disabled adolescents. An analysis of the performance of these children revealed that mean LD performance peaked at approximately the fourth grade level of difficulty and there was marginal variation in performance across the 14 subtests. (Author)

Investigated the best short form of the Wechsler Intelligence Scale for Children (Revised) in a comparison of 234 learning disabled students and 290 referred but ineligible children. Results suggested that Sattler's (1982) tetrad is a good predictor of Full Scale Intelligence for learning disabled students. (JAC)

Examined the criterion-related validity of a battery of six educational diagnostic and achievement tests for actual reading level of a group of 155 learning disabled students enrolled in grades four to seven and a subgroup of 46 learning disabled students enrolled in grades five and six. (NRB)

Administered the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) and The Minnesota Percepto-Diagnostic Test (MPD) to 40 learning disabled students. Low correlations were found between MPD T scores and the LNNB-Children's Revision Scales, but raw scores from the MPD had somewhat higher correlations with the…

Investigated the demographic and neuropsychological characteristics of 30 children in reading categories defined by performance on the Boder Test. Provided evidence that the Boder Test may be a nonbiased valid screening test for the identification of dyslexia and dyslexic subtypes. (JAC)

Cluster analyzed various psychometric test results of a sample of 100 learning disabled students with severe achievement problems. The first cluster was defined by low scores on attention and concentration subtests; the second by low scores on subtests of verbal-associative intelligence; the third by low scores on visual-spatial and motoric…

Compared Bender-Gestalt performance of 452 Navajo children with 1974 Koppitz and System of Multicultural Pluralistic Assessment norms (SOMPA), and investigated the use of the Bender-Gestalt for diagnosing learning disabilities. Results suggested the Koppitz and SOMPA White norms may be useful in psychological assessment of Navajo children. (JAC)

Compared two groups of children know to be poor readers, those with adequate perceptual functioning and those without, to determine what inadequate perceptual functioning is related to the severity of the reading and adjustment problems. Inadequate Bender performance was related to a more severe reading problem. (Author/PC)

An operational index of discrepancy to assist in identifying learning disabilities was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children, and relevant subtest scores on the Peabody Individual Achievement Test. Considerable caution should be exercised when classifying children, especially females, as learning disabled.…