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An Operational Definition of Learning Disabilities (Cognitive Domain) Using WISC Full Scale IQ and Peabody Individual Achievement Test Scores
Peer reviewed Peer reviewed
Brenton, Beatrice White; Gilmore, Doug – Psychology in the Schools, 1976
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.…
Descriptors: Achievement Tests, Comparative Analysis, Diagnostic Tests, Educational Diagnosis
Programming Effects on Learning Disabled Children: Performance and Affect
Peer reviewed Peer reviewed
Quinn, Jim A.; Wilson, Barry J. – Psychology in the Schools, 1977
Children (N=45) identified as learning disabled were rated by teachers on academic progress and personal-social adjustment using the Myklebust Pupil Rating Scale. Student attitude toward school was assessed using the Describe Your School inventory. Learning disabled students receiving special programming were rated significantly better than…
Descriptors: Comparative Analysis, Elementary Education, Elementary School Students, Learning Disabilities
Use of the WISC-R with a Learning Disabled Population: Some Diagnostic Implications
Peer reviewed Peer reviewed
Anderson, Marilyn; And Others – Psychology in the Schools, 1976
A group of 41 learning disabled children were tested on the WISC-R. Two main questions were explored: (a) Do WISC-R tests assess "g" for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? (Author)
Descriptors: Children, Comparative Analysis, Educational Assessment, Educational Diagnosis