NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Diagnostic Utility of the Bannatyne WISC-III Pattern. Learning Disabilities Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Courtney B.; Watkins, Marley W. – Learning Disabilities Research and Practice, 2004
Regrouping Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC-III Bannatyne patterns by comparing 1,302 children…
Descriptors: Reading Difficulties, Intelligence, Learning Disabilities, Intelligence Tests
Correlations of WISC-III, WRAT-R, KM-R, and PPVT-R Scores in Students with Specific Learning Disabilities.
Peer reviewed Peer reviewed
Slate, John R.; And Others – Learning Disabilities Research and Practice, 1994
This study, involving 64 students with specific learning disabilities, found positive correlations between the Wechsler Intelligence Scale for Children-III (WISC-III) and the Arithmetic subtest of the Wide Range Achievement Test-Revised (WRAT-R), the KeyMath-Revised, and the Peabody Picture Vocabulary Test-Revised, but not between the WISC-III and…
Descriptors: Achievement Tests, Correlation, Educational Diagnosis, Elementary Secondary Education
Intelligent Testing and the Discrepancy Model for Children with Learning Disabilities.
Peer reviewed Peer reviewed
Fletcher, Jack M.; Francis, David J.; Shaywitz, Sally E.; Lyon, G. Reid; Foorman, Barbara R.; Stuebing, Karla K.; Shaywitz, Bennett A. – Learning Disabilities Research and Practice, 1998
Reviews the historical basis and rationale for identifying children as learning disabled due to a discrepancy between scores on measures of intelligence and achievement. Discusses the validity of such classifications and the role of IQ testing in the designation of children as learning disabled for research and public policy. Alternative…
Descriptors: Achievement Tests, Classification, Definitions, Disability Identification
Using Wechsler Data to Predict Success for Learning Disabled College Students.
Peer reviewed Peer reviewed
Leonard, Faith C. – Learning Disabilities Research and Practice, 1991
Data from the Wechsler Adult Intelligence Scale-Revised (WAIS-R), grade point average (GPA) after 2 semesters of full-time enrollment, and selected student characteristics were compared for 49 learning-disabled college students. WAIS-R results were not generally predictive of academic success, although Comprehension and Similarities subtests…
Descriptors: Academic Achievement, College Students, Higher Education, Intelligence Quotient
A Critical Review of the Slosson Intelligence Test.
Peer reviewed Peer reviewed
Harris, Karen R.; Reid, Robert – Learning Disabilities Research and Practice, 1991
This critical evaluation of the Slosson Intelligence Test (SIT) determined that the test items are 30 years old, scores are derived from a nonrepresentative norm group, and scores are not interchangeable with other intelligence measures. The paper concludes that the SIT is unsuited for educational decision-making purposes, including screening,…
Descriptors: Educational Diagnosis, Elementary Secondary Education, Handicap Identification, Intelligence Tests
Competing Paradigms in Learning Disabilities Classification by Schools and the Variations in the Meaning of Discrepant Achievement.
Peer reviewed Peer reviewed
Bocian, Kathleen M.; Beebe, Margaret E.; MacMillan, Donald L.; Gresham, Frank M. – Learning Disabilities Research and Practice, 1999
A study explored classroom reading assessments, IQ and achievement scores, and placement decision of 26 students referred to Student Study Teams for intervention and determination of special-education eligibility. Congruence was moderate between placement decisions and discrepancy-based determination of learning disabilities and between placement…
Descriptors: Clinical Diagnosis, Disability Identification, Elementary Education, Eligibility
The Effects of Intelligence on the Identification of Young Children with Learning Disabilities.
Peer reviewed Peer reviewed
Scott, Marcia Strong; Fletcher, Kathryn L.; Deuel, Lois-Lynn Stoyko – Learning Disabilities Research and Practice, 1998
A study involving 335 normally achieving children and 88 children with learning disabilities or mild mental retardation attending prekindergarten or kindergarten found that three of ten tasks of a cognitive screening test provided the best classification: semantic information/visual, semantic information/verbal, and rhyming tasks (prekindergarten)…
Descriptors: Classification, Disability Identification, Early Childhood Education, Evaluation Methods