Many school psychologists spend a large portion of their time conducting evaluations for special education, but school psychologists' confidence in learning disability (learning disability[ies] [LD]) identification has not been examined experimentally. This study examined differences in 376 school psychologists' confidence in their identification…

Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores,…

The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who…

The National Joint Committee on Learning Disabilities (NJCLD) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data…

A survey of 307 research studies in learning disabilities (LD) was conducted to determine the nature and characteristics of the LD identification criteria used. It was concluded that LD research presents a divergent picture of the nature and characteristics of LD and reflects little consensus regarding identification criteria. (Author)

Diagnostic procedures used to identify children (grades K-6) with learning disabilities in 14 school districts were studied and compared. Although some similarities existed between districts, uniformity was lacking in important areas such as test selection, extent of testing, and cutoff scores on intelligence and other tests. (Author/CL)

The article contains suggestions for assessing and instructing culturally and linguistically different students with special emphasis on ways to distinguish the learning disabled from students who differ due to cultural and linguistic background and the need to focus on students' strengths and previously gained knowledge. (Author/DB)

The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)

The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)

The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

Eight commonly used discrepancy formulas were applied to the IQ and achievement scores of a sample of 92 potentially learning disabled children, 7 to 12 years old. The formulas yielded strikingly disparate results in terms of the number of children identified as learning disabled by each. (SW)

Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)

This study examined the degree to which clinicians use various discrepancy models to identify a child as learning disabled by reviewing the case files of 105 urban (predominantly African-American) children who had been classified as LD and were receiving special education. Results suggested clinicians' decisions do not reflect recommended models…

Syntactic development in the oral language of learning disabled and normal students at two intermediate and two secondary-school age levels was compared using two indices, the T-unit and the Syntactic Density Score. It was concluded that no single, sensitive, numerical index exists to quantify syntactic development. (SW)

Information from 290 school psychologists was compared to Frankenberger and Fronzaglio's 1991 data on state education department recommendations on evaluating discrepancies between ability and achievement. A trend toward more appropriate methods of quantifying discrepancies between ability and achievement was noted, but considerable questionable…