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Peer reviewed Peer reviewed
ERIC Number: EJ647153
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Will the Real Discrepant Learning Disability Please Stand Up?
Van den Broeck, Wim
Journal of Learning Disabilities, v35 n3 p209-13 May-Jun 2002
This article responds to a critique by Willson and Reynolds (2002) that argued for the use of the regression-based discrepancy method (RDM) for identifying learning disabilities. It argues the statistical and theoretical counterarguments are based on a misreading of the statistical models presented. (Contains 8 references.) (Author/CR)
Descriptors: Academic Achievement, Adults, Children, Clinical Diagnosis, Diagnostic Tests, Disability Identification, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods, Learning Disabilities, Student Evaluation, Underachievement
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A