This study assessed the utility of Bannatyne's recategorization of the WISC-R with a group of 97 adjudicated adolescents who varied in intelligence. Findings affirmed the extension of Bannatyne's recategorization to samples other than genetic dyslexics and supported his major hypothesis of stronger spatial than sequential abilities. (Author/SJL)

A study involving 98 children (6 to 13 years old) in ten learning disabilities (LD) classes investigated the hypothesized pattern of recategorized WISC-R (Wechsler Intelligence Scale for Children-Revised) subtest scores into spatial, conceptual, and sequential areas. (SBH)

Results of recategorizing the Wechsler Intelligence Scale for Children (Revised) subtest scores of 159 black learning disabled primary grade children into spatial, conceptual, and sequential scales as recommended by A. Bannatyne led to the conclusion that the diagnostic utility of the Bannatyne recategorization is questionable. (Author/DB)

Inter-rater reliability of the Goodenough-Harris and McCarthy Draw-A-Child scoring systems was examined for a sample of 60 children, including 20 school-labeled learning disabled, 20 mentally retarded, and 20 normal children between the ages of six and eight-and-one-half years. (Author)

The article reviews current estimation techniques and their resultant effects on the learning disability classroom's composition. An alternate estimation methodology, using z-score conversions, is presented. (Author/SBH)

The letter unit and the whole word method were used to score the spelling of 70 third graders (35 good spellers and 35 poor spellers). Results indicated that either scoring procedure could have been used. Use is suggested based on needs for word analysis or for quick scoring time. (CL)

The author argues against the accepted symptom of learning disabilities--a discrepancy between measured intelligence and measured educational achievement scores; and demonstrates that it is feasible to produce a quantitative definition of educational underachievement, and therefore to identify learning disabled students. (SBH)

Showed that the standard score difference method for determining intelligence quotient achievement discrepencies produced disproportionate racial representation, whereas the regression method produced proportionate racial representation in Learning Disabilities (LD) classes. Demonstrated advantages in measurement of discrepancies, LD program…

Results of applying different aptitude-achievement discrepancy models for test scores were compared for 150 second, 150 third, 150 fourth, and 130 fifth graders in several school systems in the Southeast who had been referred for psychoeducational testing for learning disabilities to determine whether different groups of students were identified…

Professional assessment of mental retardation (MR) and learning disabilities (LD) is crucial to the implementation of P.L. 94-142 because it necessarily precedes the employment of trained teachers and because a plan for remediation depends on accurate assessment. Intelligence is a key element in the identification of MR-LD, but competent, fair…