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A Theoretical Analysis of the Performance of Learning Disabled Students on the Woodcock-Johnson Psycho-Educational Battery.
Peer reviewed Peer reviewed
Shinn, Mark; And Others – Journal of Learning Disabilities, 1982
Analyses indicated that the poorer performance of learning disabled students on the Woodcock-Johnson Tests of Cognitive Ability, as compared to their performance on the Wechsler Intelligence Scale for Children-Revised, can be explained in terms of the kinds of behaviors sampled in the Woodcock-Johnson battery. (Author)
Descriptors: Elementary Education, Learning Disabilities, Performance Tests, Psychoeducational Methods
The Use of a Wechsler Subtest Ratio as an Index of Brain Damage in Children
Peer reviewed Peer reviewed
McIntosh, William J. – Journal of Learning Disabilities, 1974
Descriptors: Exceptional Child Research, Identification, Intelligence Tests, Learning Disabilities
The Diagnostic Evaluation of Children with Learning Problems: A "Process" Approach
Peer reviewed Peer reviewed
Ozer, Mark N.; Richardson, H. Burtt, Jr. – Journal of Learning Disabilities, 1974
Descriptors: Diagnostic Teaching, Exceptional Child Education, Learning Disabilities, Learning Problems
Depression and Learning Disabilities in Children: A Test of an Hypothesis.
Peer reviewed Peer reviewed
Mokros, Hartmut B.; And Others – Journal of Learning Disabilities, 1989
The study examined Performance and Verbal IQ scores for 27 depressed and 15 nondepressed children (mean age 10 years) with learning difficulties. Previous findings (Brumbach, 1985) of a significant association between depression and Performance IQ deficits were not supported by the current study. (Author/DB)
Descriptors: Children, Depression (Psychology), Emotional Disturbances, Intelligence Quotient
ITPA and Learning Disability: A Discriminant Analysis.
Peer reviewed Peer reviewed
Elkins, John; Sultmann, William F. – Journal of Learning Disabilities, 1981
Seven discriminant analyses were performed with significant group separation occurring for six of these. Classification analyses indicated that using the 10 major subtests produced accurate classification in approximately 71 percent of cases. Results were discussed in the light of previous research methodologies and the debate as to the…
Descriptors: Classification, Discriminant Analysis, Exceptional Child Research, Learning Disabilities
Writing Performance Assessments: How Important Is Extended Time?
Peer reviewed Peer reviewed
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Crawford, L.; Helwig, R.; Tindal, G. – Journal of Learning Disabilities, 2004
Students in Grades 5 and 8 completed a 30-minute writing performance assessment and a writing performance assessment completed over 3 days. Assessments were evaluated on four traits (ideas, organization, conventions, and sentence fluency). A significant interaction was found at Grade 5 between length of time allotted for the assessment and…
Descriptors: Grade 8, Grade 5, Writing Evaluation, Writing Tests
Visual and Tactual Integration and Cerebral Dysfunction in Children with Learning Disabilities
Peer reviewed Peer reviewed
Adams, Jerry – Journal of Learning Disabilities, 1978
Performance on visual and tactual form-recognition tasks of 74 learning disabled children (age 6-17 years) with cerebral dysfunction was compared with that of 72 similar children without cerebral dysfunction. (Author)
Descriptors: Elementary Secondary Education, Exceptional Child Research, Learning Disabilities, Neurological Impairments
Academic Achievement Following Childhood Brain Disease: Implications for the Concept of Learning Disabilities.
Peer reviewed Peer reviewed
Taylor, H. Gerry; Schatschneider, Christopher – Journal of Learning Disabilities, 1992
Two groups of children (n=107, ages 6-14) who had recovered from meningitis were compared. Children who had sustained neurologic complications during their illness had a lower mean Performance Intelligence Quotient and performed less well on perceptually demanding neuropsychological tasks than did "uncomplicated" children. (Author/JDD)
Descriptors: Academic Achievement, Diseases, Elementary Secondary Education, Intelligence Quotient
Validity of the Auditory Continuous Performance Test in Differentiating Central Processing Auditory Disorders with and without ADHD.
Peer reviewed Peer reviewed
Riccio, Cynthia A.; And Others – Journal of Learning Disabilities, 1996
This study analyzed the performance of 30 children (ages 9-11) with central auditory processing disorders (CAPD), to test the validity of the Auditory Continuous Performance Test in differentiating between CAPD with and without attention deficit hyperactivity disorder (ADHD). Results indicated limited potential of the test in the differential…
Descriptors: Attention Deficit Disorders, Auditory Perception, Auditory Tests, Clinical Diagnosis
Use of IQ Criteria for Evaluating the Uniqueness of the Learning Disability Profile.
Peer reviewed Peer reviewed
Humphries, Ton; Bone, Janet – Journal of Learning Disabilities, 1993
Comparisons of Wechsler Intelligence Scale for Children-Revised scores, for 24 children with learning disabilities demonstrating a low verbal, high performance intelligence quotient (IQ) discrepancy and 33 slow learning children having uniformly low verbal and performance IQs, revealed few cognitive differences beyond the Performance Scale…
Descriptors: Cognitive Tests, Comparative Analysis, Diagnostic Tests, Educational Diagnosis