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Direct linkTolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Journal of Learning Disabilities, 2016
Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…
Descriptors: Grade 3, Elementary School Students, Mathematics Instruction, Learning Disabilities
Miciak, Jeremy; Fletcher, Jack M.; Stuebing, Karla K.; Vaughn, Sharon; Tolar, Tammy D. – School Psychology Quarterly, 2014
Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability and validity of two proposed PSW methods: the concordance/discordance method (C/DM) and cross battery assessment (XBA) method. Cognitive assessment…
Descriptors: Learning Disabilities, Disability Identification, Cognitive Measurement, Adolescents
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
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
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
Fletcher, Jack M.; Denton, Carolyn; Francis, David J. – Journal of Learning Disabilities, 2005
This article reviews the validity of models based on (a) aptitude--achievement discrepancies, (b) low achievement, (c) intraindividual differences, and (d) response to instruction for the classification and identification of learning disabilities (LD). Models based on aptitude--achievement discrepancies and intraindividual differences showed…
Descriptors: Underachievement, Models, Identification, Validity
Peer reviewedFoorman, Barbara R.; Francis, David J.; Fletcher, Jack M.; Mehta, Paras; Schatschneider, Christopher – Journal of Educational Psychology, 1998
First and second graders (n=285) received one of three types of classroom reading programs: (1) direct instruction in letter-sound correspondence; (2) less direct instruction in sound-spelling patterns; and (3) implicit instructions in the alphabetic code while reading connected text. Results show advantages of reading programs that emphasize…
Descriptors: Academic Failure, Comparative Analysis, Grade 1, Grade 2
Peer reviewedFletcher, Jack M.; And Others – Journal of Educational Psychology, 1994
To examine the validity of distinguishing children with reading disabilities according to discrepancy and low-achievement definitions, 4 assessments of expected achievement and 2 of actual achievement were obtained for 199 elementary school students. Results do not support the validity of the discrepancy versus the low-achievement definition.…
Descriptors: Children, Cognitive Processes, Comparative Analysis, Definitions
