ERIC Number: ED218853
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
A Comparison of Psychometric and Functional Differences Between Students Labeled Learning Disabled and Low Achieving.
Shinn, Mark R.; And Others
Functional measures of reading, spelling, and writing were administered weekly over a 5 week period to 71 fifth grade students. Although 34 of these students had been identified as learning disabled (LD) by their schools and 37 were low achievers who had not been identified as LD, no meaningful differences had been found between their performances on several commonly used norm referenced devices. Examination of the students' weekly performance on the functional measures revealed both significant and practical differences in performance on the measures of reading and spelling; no differences were found in rates of learning on these measures. Interpretation of findings on writing were inconclusive due to low reliabilities of the measure. In general, the results were in support of the hypothesis that teachers' referral decisions are based on what they observe students doing in the classroom, and that eligibility decisions following a referral may reflect a confirmatory/superstitious process. The implications of the findings for the classification of students as LD and for current practice are discussed. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.