Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the…

Differential granting of extra-examination time (EET) is commonly based on learning disabilities (LD) status: EET is granted to LD examinees and is denied to nondisabled examinees. We argue that LD serves as a proxy for the extent to which time limitation affects the examinee's test score (e). Hence, the validity of the LD-based EET granting…

Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R…

The purpose of this article is to describe preliminary psychometric characteristics of a student self-report measure of self-determination, the "Self-Determination Inventory: Student Report" version (SDI-SR), designed for youth with and without disabilities. We administered the draft assessment to 311 youth and examined item functioning…

Examined temporal stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) for adolescents (N=155) identified as either educable mentally retarded (EMR) or learning disabled (LD). Found three major scales of WISC-R to be more stable over three-year period for LD than for EMR group, while subtest scales for EMR group showed greater…

Investigated with 129 kindergarten children were test-retest reliability and validity of the Developmental Test of Visual Perception (DTVP), and changes in factorial relationships among the five DTVP subtest after a 10-week use of the program of M. Frostig. (MC)

When conducting a profile analysis of the Peabody Individual Achievement Test, only those subtests in which the subtest specific variance equals or exceeds 25 percent of the total variance and exceeds error variance should be considered for interpretation. Behavioral factors and testing conditions also should be considered. (Author/BEF)

Educators designing procedures for identifying students as learning disabled are faced with serious technical difficulties. A student with a learning disability is one who "has a severe discrepancey between achievement and intellectual ability" in one or more designated areas. The methods of quantifying achievement, intellectual ability,…