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Evidence-Based Assessment of Learning Disabilities in Children and Adolescents
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Fletcher, Jack M.; Francis, David J.; Morris, Robin D.; Lyon, G. Reid – Journal of Clinical Child and Adolescent Psychology, 2005
The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…
Descriptors: Educational Diagnosis, Low Achievement, Psychometrics, Adolescents
Evidence-Based Assessment of Learning Disabilities in Children and Adolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Fletcher, Jack M.; Francis, David J.; Morris, Robin D.; Lyon, G. Reid – Journal of Clinical Child and Adolescent Psychology, 2005
The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…
Descriptors: Educational Diagnosis, Low Achievement, Psychometrics, Adolescents
Evidence-Based Assessment of Learning Disabilities in Children and Adolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Fletcher, Jack M.; Francis, David J.; Morris, Robin D.; Lyon, G. Reid – Journal of Clinical Child and Adolescent Psychology, 2005
The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…
Descriptors: Educational Diagnosis, Low Achievement, Psychometrics, Adolescents
Defining Learning and Language Disabilities: Conceptual and Psychometric Issues with the Use of IQ Tests.
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Francis, David J.; And Others – Language, Speech, and Hearing Services in Schools, 1996
This article considers issues concerning the use of IQ tests for identifying children with learning and/or language disabilities and concludes that the historically prominent role of IQ tests for identification of these children is conceptually and psychometrically unwarranted. (DB)
Descriptors: Disability Identification, Educational Diagnosis, Elementary Secondary Education, Eligibility
Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development: Implications for the Double-Deficit Hypothesis.
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Schatschneider, Christopher; Carlson, Coleen D.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M. – Journal of Learning Disabilities, 2002
A study involving 1,123 children investigated the relationship between naming speed and phonological awareness skills and the implications for the classification of children at risk of reading disability. Results found a positive correlation between naming speed and phonological awareness and indicate this relationship will affect any comparison…
Descriptors: Classification, Disability Identification, Educational Diagnosis, Elementary Education