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Daub, Deborah; Colarusso, Ronald P. – Learning Disabilities Research and Practice, 1996
Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…
Descriptors: Achievement Tests, Concurrent Validity, Disability Identification, Educational Diagnosis

Evans, Larry D. – Learning Disabilities Research and Practice, 1994
This comparison of regression discrepancy model results for learning disability identification used published IQ-achievement and reliability coefficients and generic, mean values. Use of mean IQ-achievement values resulted in higher discrepancy rates for a clinical sample. Use of both mean IQ-achievement and reliability values resulted in higher…
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Correlation

Torgesen, Joseph K.; Wagner, Richard K. – Learning Disabilities Research and Practice, 1998
Summarizes recent studies identifying specific linguistic-cognitive markers for reading disabilities and describes efforts to develop measures of these markers in the areas of phonological awareness, rapid automatic naming, and verbal short-term memory. (Author/DB)
Descriptors: Cognitive Ability, Decoding (Reading), Disability Identification, Dyslexia

Mather, Nancy; Roberts, Rhia – Learning Disabilities Research and Practice, 1994
This article considers current educational trends that may undermine the service delivery system for individuals with severe learning disabilities, including influence of terminology, teacher-training models, full inclusion, curriculum-based assessment, reliance on quantitative decision making, adherence to singular teaching methodologies, and…
Descriptors: Curriculum Based Assessment, Delivery Systems, Disability Identification, Educational Change