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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ647151
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
The Misconception of the Regression-Based Discrepancy Operationalization in the Definition and Research of Learning Disabilities.
Van den Broeck, Wim
Journal of Learning Disabilities, v35 n3 p194-204 May-Jun 2002
This article argues that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It is mathematically demonstrated that the regression-based discrepancy method largely reflects achievement-specific determinants. (Contains 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
Identifiers: Discrepancy Evaluation Model; Discrepancy Formulas; Discrepancy Model