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Relationship of Inferential Measures of Attention to Observed Attending Behaviour of Learning Disabled and Normal Students.
Peer reviewed Peer reviewed
Cook, J. Michael; And Others – International Journal of Rehabilitation Research, 1982
The study investigated six inferential measures of attention with 140 Ss, eight to 12 years old (with 14 learning disabled and 14 nondisabled Ss at each age level). Results indicated the measures did not consistently identify learning disabled students and did not predict classroom attending behavior. (Author/MC)
Descriptors: Attention Deficit Disorders, Learning Disabilities, Mainstreaming, Predictive Measurement
Early Identification of Learning Disabilities
Peer reviewed Peer reviewed
Ferinden, William E.; Jacobson, Sherman – Journal of Learning Disabilities, 1970
Descriptors: Exceptional Child Research, Identification, Kindergarten Children, Learning Disabilities
Predictive Validity of the SAT on Two Handicapped Groups: The Deaf and the Learning Disabled.
Jones, Douglas H.; Ragosta, Marjorie – 1982
The purpose of the study was to evaluate the predictive validity of the Scholastic Aptitude Test (SAT) for deaf students at one institution and learning disabled (LD) students at another. SAT scores and measures of high school and college performance were obtained at each institution for both handicapped and nonhandicapped students. Additional…
Descriptors: College Entrance Examinations, Deafness, Grade Point Average, Learning Disabilities
Early Identification of Learning Disabilities Using the "Meeting Street School Screening Test."
Rafoth, Mary Ann K. – 1984
The study hypothesized that scatter analysis of the three subtest scale scores on the Meeting Street School Screening Test (gross motor patterning, visual-perceptual-motor, and language) given at the beginning of first grade would prove to be a more accurate predictor of future placement in a learning disabilities program than the cut-off total…
Descriptors: Early Identification, Elementary Education, Followup Studies, Handicap Identification
The Relationship between the WISC-R and WRAT-R for a Sample of Rural Referred Children.
Peer reviewed Peer reviewed
Smith, Teresa C.; Smith, Billy L. – Psychology in the Schools, 1986
WISC-R (Wechsler Intelligence Scale in Children-Revised) Verbal and Performance scores were correlated with WRAT-R Wide Range Achievement Test-Revised scores. The verbal score was found to predict reading, spelling, and arithmetic. The performance score did not add significantly to the predictions. Results were consistent with earlier studies.…
Descriptors: Children, Comparative Analysis, Elementary Education, Intelligence Quotient
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
Identifying Learning Disabled Children.
Egelston, Richard L. – 1978
Screening batteries for the identification of learning disabled children in grades one and three were validated for a pooled group of students from an urban, a suburban, and a rural school. Predictor batteries of individually administered instruments were able to classify students into low achievers and others on several criterion variables…
Descriptors: Grade 1, Grade 3, Information Processing, Instrumentation
Teacher Rating and Reading Readiness as Predictors of Vocabulary and Comprehension Achievement in First, Second, Third and Fourth Grade.
Peer reviewed Peer reviewed
Glazzard, Peggy H. – Learning Disability Quarterly, 1980
The study evaluated two kindergarten predictive instruments, the Gates-MacGinitie Reading Tests: Readiness Skills and the Teacher Estimate of Kindergarten Pupils' Abilities, by following the same 107 kindergartners over 1, 2, 3, and 4 years using multiple regression analysis. (Author/SBH)
Descriptors: Academic Achievement, Comprehension, Early Childhood Education, Exceptional Child Research
The Coopersmith Self-Esteem Inventory As a Predictor of Feelings and Communication Satisfaction Toward Parents Among Learning Disabled, Emotionally Disturbed, and Normal Adolescents.
Peer reviewed Peer reviewed
Omizo, Michael M.; And Others – Educational and Psychological Measurement, 1985
This study examined the predictive validity of the Coopersmith Self Esteem Inventory with adolescents relative to each of the criterion measures representing communication satisfaction toward each parent and feelings toward each parent, and the differential validity of the self-esteem, communication satisfaction, and feelings toward each parent…
Descriptors: Adolescents, Correlation, Emotional Disturbances, Interpersonal Communication
Accuracy of Preschool Identification of Potential Learning Disabilities.
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Rubin, Rosalyn A.; And Others – 1976
Relationships between performance on two preschool administrations of the Metropolitan Readiness Tests (MRT) and Stanford Achievement Test (SAT) scores at age nine were examined for a sample of 732 children. Significant correlations, ranging from .50 to .71, were obtained between readiness scores and SAT scores on reading, spelling and arithmetic.…
Descriptors: Academic Achievement, Achievement Tests, Classification, Correlation