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Direct linkSanti, 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
Download full textSanti, 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
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
