The purpose of this study was to identify and describe the strengths and weaknesses of a student with LD from their pre-school period until their last year of university. The participant is a 4th year student in a university Guidance and Psychological Counselling department. This study used multiple qualitative research methods, including a case…

Federal legislation allows local education agencies to use a student's response to scientific research-based interventions as a method of identifying specific learning disabilities. As a result, educational leadership is challenged to implement response to intervention (RTI). Despite increased literature addressing RTI, no consensus on…

The scores of 15 children (ages 5-10) with learning disabilities on the Test of Visual Perceptual Skills and the Developmental Test of Visual Motor Integration revealed that visual perception and visual motor skills are separate, though related, functions and that visual motor scores were significantly lower than visual perception scores. (JDD)

Although indexes of scatter on the Wechsler Intelligence Scale for Children-Revised computed for 100 learning disabled (LD) elementary children were significantly greater than values previously reported for the normal standardized sample, the substantial overlap suggests the inadvisability of continuing the search for a characteristic LD profile.…

An examination of the peer discrepancy concept and the percentages of students (grades 1-6) declared eligible for special education with varying discrepancy ratios revealed that a 2.0 to 3.0 times discrepancy is a reasonable level for identifying low-performance students. (CL)

This paper describes the methodology of a study seeking to determine whether there is evidence that French immersion children with specific reading disability in one language also have the disability in the other language, and learning-disabled readers belong to the same subtype in both languages. (Author/JDD)

This report discusses the outcomes of a study of 147 children (ages 7-10) with learning disabilities that investigated the extent to which students legally classified with learning disabilities concurrently manifested mixed lateral dominance (MLD). The study was conducted to determine if MLD was a possible predictive factor for early…

The paper reviews Wechsler Intelligence Scale for Children-Revised research that has particular pertinence for the assessment of learning disabilities (LD). Three topics are treated in-depth: factor analysis investigations, recategorization of subtests into Bannatyne's four groupings, and interscale/intrascale scatter. (Author)

School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research…

Students (N=147) referred for special education evaluation by curriculum-based and traditional methods were compared. Numbers referred through each method were similar. Academic achievement was almost the sole criterion in teacher referral and Ss referred through weekly achievement measurements were as likely as teacher referred Ss to demonstrate…

The study examined the use of A. Bannatyne's Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest score recategorization hierarchy in identifying elementary students with learning disabilities (LD). The results indicated that Bannatyne's pattern was of little value in differentiating between LD students and nonLD students and, if…

This article explores conceptual and technical issues associated with options for specifying three assessment components for implementing an intervention responsiveness approach to the identification of learning disabilities: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate;…

A study of 150 students, who were referred to school study teams, investigated schools' classification decisions on low IQ students with academic and behavioral problems and found a decline in the identification rates of mild mental retardation. Compliance with the Individuals with Disabilities Education Act (IDEA) is discussed. (CR)

A study of 26 Asian-American students with learning disabilities in grades K-5 found that although the district policies reflected desired professional practices, there were no guidelines for documenting how variables such as second-language acquisition, culture, socioeconomic status, and other differences were accommodated. Policy recommendations…

Verbal and nonverbal measures of higher cognitive functions were used to examine the degree of difference between the thought processes of culturally deprived and learning disabled children. Four groups of 20 subjects (ages 8-10) were studied. Results of both traditional and qualitative scoring differentiated between the two populations. (JW)