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Changes in Status and Performance over Time for Students with Specific Learning Disabilities
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Tindal, Gerald; Anderson, Daniel – Learning Disability Quarterly, 2019
With the shift from No Child Left Behind (NCLB) to Every Student Succeeds Act (ESSA), accountability models are being changed. Given the past 15 years of reporting on student subgroups and 10 years using various growth models, accountability systems can now be better informed. In this study, we analyze identification and services of students with…
Descriptors: Learning Disabilities, Accountability, Growth Models, Special Education
Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education
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Woodward, John; Tzur, Ron – Learning Disability Quarterly, 2017
Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a…
Descriptors: Interdisciplinary Approach, Mathematics Education, Special Education, Student Characteristics
Characteristics of LD Students in Iowa: An Empirical Investigation.
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Cone, Thomas E.; And Others – Learning Disability Quarterly, 1985
The article logs descriptive demographic and psychometric data on 1,839 randomly selected learning disabled students from across Iowa. In contrast to the results of other studies, nearly 75 percent of the students in Iowa LD programs met a moderate level of academic discrepancy. Variability was found among the standard scores for the achievement…
Descriptors: Demography, Disability Identification, Learning Disabilities, State Surveys
Psychometric Factors Affecting Multidisciplinary Team Identification of Learning Disabled Children.
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Furlong, Michael J.; Yanagida, Evelyn H. – Learning Disability Quarterly, 1985
Comparison of psychometric profiles of learning disabled and non-LD students (total N=223) across LD status, district, and age variables indicated that only severity of academic underachievement consistently differentiated the LD and non-LD pupils. Comparison across districts revealed different LD profiles despite use of identitical eligibility…
Descriptors: Age Differences, Disability Identification, Eligibility, Learning Disabilities
The Severely Learning Disabled: Neglected or Forgotten?
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Poplin, Mary S. – Learning Disability Quarterly, 1981
Problems with restricting learning disabilities to a range of mild handicaps are noted and five areas of controversy affecting severely learning disabled students are addressed: definitions, student characteristics, identification criteria, educational methods and technology, and educational services. (CL)
Descriptors: Definitions, Delivery Systems, Disability Identification, Educational Technology
Defining Reading Disability Using a Multifaceted Approach.
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Pereira-Laird, Joyce; Deane, Frank P.; Bunnell, Julie – Learning Disability Quarterly, 1999
This study addressed the validity of using a five-state multifaceted approach to defining reading disabilities. Comparison of 204 reading-disabled (selected by criteria such as intraindividual differences and low achievement) and normally achieving junior high students on motivational, cognitive, and metacognitive variables (usually associated…
Descriptors: Definitions, Disability Identification, High School Students, Junior High Schools
Lessons from Research on Dyslexia: Implications for a Classification System for Learning Disabilities.
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Padget, S. Yancey – Learning Disability Quarterly, 1998
Specific reading disability/dyslexia is examined as the one type of learning disability for which research results are consistent enough to suggest a model. The implications of this model are considered and three types of learning disabilities are discussed: specific language impairments, specific reading disability/dyslexia, and specific math…
Descriptors: Classification, Disability Identification, Dyslexia, Elementary Secondary Education
Learning Disability Subtyping, Loneliness, and Classroom Adjustment.
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Margalit, Malka; Levin-Alyagon, Michal – Learning Disability Quarterly, 1994
This study examined patterns of social-emotional subgroups among 122 students with learning disabilities in Israel. Cluster analysis found four subgroups: two nonlonely (one behaviorally adjusted and one with externalizing maladjustment) and two lonely (with externalizing and internalizing maladjustment). Teacher ratings, student ratings, and case…
Descriptors: Behavior Problems, Classification, Cluster Analysis, Disability Identification
An Evaluation of the Identification of Learning Disabled Students in Colorado.
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Shepard, Lorrie A.; Smith, Mary Lee – Learning Disability Quarterly, 1983
The process whereby children are identified as learning disabled (LD) and the validity of subsequent educational placements were evaluated. A representative sample of 1,000 students were analyzed both quantitatively and qualitatively, and extensive questionnaires were administered to LD teachers, principals, and other professionals involved in LD…
Descriptors: Definitions, Diagnostic Tests, Disability Identification, Elementary Secondary Education