The article reviews theoretical issues surrounding the concept of severe discrepancy in the diagnosis of learning disabilities. Components of discrepancy, including ability measures and achievement measures, are discussed. It is concluded that discrepancy is a necessary but not sufficient criterion in the identification of a learning disability.…

This study compared achievement discrepancies for two groups of college students--a randomly selected group of freshmen and a sample of students identified as learning disabled. It found such a considerable overlap in achievement/ability discrepancies between the two groups that such discrepancies could not be considered diagnostic. (Author/DB)

The article examines distinctions in the prediction and variation discrepancy models for identification of learning disabilities (LD) discussed by Gary Hessler. Related topics addressed include choices of ability and achievement measures, identification procedures (increasing accuracy), student referrals, and changes in the LD profile. (JW)

Arguments supporting the conceptual validity of learning disabilities are presented against the background of current definitional problems. The need to differentiate between classification and identification and the importance of a shared attribute definition are stressed. It is argued that a taxonomy of learning disabilities and related…

The rationale for employing severe discrepancy criteria in learning disability identification is discussed. Educational implications of two models for determining severe discrepancy are described (the variation model and the prediction model), and the importance of distinguishing between the two is stressed. (JW)

The article reviews statistical and psychometric issues associated with the severe discrepancy definition of learning disabilities used in Public Law 94-142. It is proposed that these issues should not drive the psychological theory of learning disabilities and should be replaced by constructs firmly grounded in psychological theories of learning.…

The intellectual and achievement characteristics of 906 students with learning disabilities (LD) and 836 students referred but deemed ineligible for special services were studied. LD students achieved significantly below ineligible students, and exhibited severe discrepancies between expected and actual achievement. Indiana's LD guidelines for…

The article reviews findings regarding the use of severe discrepancy formulas in the identification of learning disabilities by the Work Group on Measurement Issues in the Assessment of Learning Disabilities. Associated problems such as overreliance on test scores and the exclusion of the teacher in educational decision making are discussed.…

The article reviews the role of development and individual differences in the concept of discrepancy as applied to the differential diagnosis of learning disabilities. It is concluded that discrepancy may be better used within learning disabilities rather than in distinguishing between learning disabilities and other handicapping conditions.…

Three ways in which cognitive psychology can apply to the study of performance discrepancies in learning disabled (LD) students are discussed: explaining variance in test performance, focusing on competence, and revealing processing discrepancies when overt performances of LD and non-LD students are similar. (Author/JW)

In response to Kenneth Kavale's theoretical objections to the model of severe discrepancy in determining the existence of learning disabilities, this article describes advantages of discrepancy considerations and presents a model that emphasizes the role of the learning disabilities teacher in diagnosing and remediating specific learning…