NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-Speaking English Learners
Peer reviewed Peer reviewed
Direct linkDirect link
Santi, Kristi L.; Khalaf, Shiva; Bunta, Ferenc; Rojas, Raúl; Francis, David J. – New Directions for Child and Adolescent Development, 2019
This article examines the validity of IQ-achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish-speaking English-language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of…
Descriptors: Intelligence Quotient, Spanish Speaking, English Language Learners, Identification
IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-Speaking English Learners
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Santi, Kristi L.; Khalaf, Shiva; Bunta, Ferenc; Rojas, Raúl; Francis, David J. – Grantee Submission, 2019
This article examines the validity of IQ-achievement discrepancy and low-achievement as criteria for the identification of disabilities in Spanish-speaking ELs and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of different approaches to…
Descriptors: Intelligence Quotient, Spanish Speaking, English Language Learners, Disability Identification
What Is Intellectual Disability? How Is It Assessed and Classified?
Peer reviewed Peer reviewed
Direct linkDirect link
Parmenter, Trevor R. – International Journal of Disability, Development and Education, 2011
People with an intellectual disability have existed across human history, making up a part of all cultures. They represent a small part of the extremely wide variety of people in the human population at any one time. This review essay examines the 11th and latest Definition and Classification Manual published by the American Association on…
Descriptors: Intelligence, Mental Retardation, Developmental Disabilities, Classification
Bannatyne-Recategorized WISC-R Patterns of Mentally Retarded, Learning Disabled, Normal, and Intellectually Superior Children: A Meta-Analysis.
Peer reviewed Peer reviewed
Mueller, Horst H.; And Others – Mental Retardation and Learning Disability Bulletin, 1983
Metaanalytical procedures examined the Wechsler Intelligence Scale-Revised subtest performance patterns of 36 samples of below average, normal average, learning disabled average, and above average IQ children from research. Relative patterning of WISC-R subtests as reflected in children's Bannatyne-recategorized performance profiles appeared to be…
Descriptors: Classification, Disabilities, Evaluation Methods, Intelligence Quotient
The Irrelevance of IQ to the Definition of Learning Disabilities: Some Empirical Evidence.
Peer reviewed Peer reviewed
Rispens, Jan; And Others – Journal of Learning Disabilities, 1991
Two classification procedures for identifying children with reading disabilities were compared, differing in their use of intelligence quotient (IQ). Results indicated that abandoning IQ in classification had a very limited impact on the number of children identified as reading disordered, but that use of IQ resulted in more high-IQ children being…
Descriptors: Classification, Definitions, Elementary Education, Eligibility
Differentiating between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence against the IQ-Achievement Discrepancy Definition of Reading Disability.
Peer reviewed Peer reviewed
Vellutino, Frank R.; Scanlon, Donna M.; Lyon, G. Reid – Journal of Learning Disabilities, 2000
This article discusses research on the traditional use of the IQ-achievement discrepancy to define specific reading disability. It highlights results from a study which found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. (Contains references.)…
Descriptors: Classification, Clinical Diagnosis, Definitions, Elementary Secondary Education
An Evaluation of the Discrepancy Definition of Dyslexia.
Peer reviewed Peer reviewed
Siegel, Linda S. – Journal of Learning Disabilities, 1992
This study of 1,657 children (ages 7-16) found that although children with dyslexia had higher intelligence quotient scores than poor readers, the 2 groups did not differ in performance on reading, spelling, phonological processing, or most language and memory tasks. The performance of both reading-disabled groups was significantly below that of…
Descriptors: Classification, Definitions, Dyslexia, Elementary Secondary Education