ERIC Number: ED224191
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
Direct and Repeated Measurement of Academic Skills: An Alternative to Traditional Screening, Referral, and Identification of Learning Disabled Students.
Mirkin, Phyllis; And Others
Direct and repeated measurement of academic performance in the curriculum is an alternative to traditional referral and assessment models used in psychoeducational evaluation. This study (with 107 intermediate grade students at high risk for learning disability) contrasted a screening and referral procedure that used weekly measurement of performance in reading, spelling, and written expression with a traditional teacher referral procedure. The groups were compared with respect to referral rate, cognitive functioning, achievement level, social behavior, sex differences, and identification as learning disabled. The number of students referred through weekly measurement was similar to those referred by teachers. In addition, the results indicated that academic achievement is almost the sole criterion used in teacher referral, although teacher-referred students appeared to be more likely to be rated as behavior problems. Finally, students referred through weekly achievement measurement were as likely to have an aptitude-achievement discrepancy as students referred by teachers. (Author/DB)
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.