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ERIC Number: ED112577
Record Type: RIE
Publication Date: 1975
Pages: 42
Abstractor: N/A
Reference Count: 0
A Model for Learning Disabilities as a Prerequisite to the Evaluation of a Prescriptive Instructional System.
Kosinski, Shae
In an effort to examine the pragmatic effects of definitions of learning disabilities and identification procedures, information was gathered on the characteristics of 53 children (grades 1 through 7) who had been previously diagnosed as learning disabled. Results of tests such as the Wechsler Intelligence Scale for Children and the Illinois Test of Psycholinguistic Abilities were subjected to hierarchical grouping and discriminant analysis in an attempt to define similar characteristics separating the variables into the most homogeneous groups possible. Results indicated that intelligence and visual perceptual skills were the distinct roots differentiating the following groups: low intelligence factor with a severe visual perceptual problem, average intelligence factor with a severe visual perceptual problem, average intelligence factor with a low visual perceptual problem, and high intelligence factor with a moderate visual perceptual problem. Results suggested the need to reexamine identification procedures and differentiate educational prescriptions based on the group characteristics designated by the analysis. (DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 30-April 3, 1975)