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ERIC Number: ED163396
Record Type: RIE
Publication Date: 1978-Jan
Pages: 86
Abstractor: N/A
Reference Count: 0
Psychometric Identification of Children with Learning Disabilities.
McLeod, John
Rational, defensible guidelines for use in identifying learning disabled children would assist in determining the most efficient use of diagnostic expertise, in specifying learning disabled populations for research purposes, and in assuring equity in the provision of diagnostic and remedial services. One commonly accepted symptom of learning disability is a discrepancy between a child's scores on an intelligence measure and on measures of educational achievement. However, many formulae that purport to indicate such discrepancies have proven arbitrary. A psychometric approach to defining learning disability recognizes that if the correlation is known between an intelligence test and an educational achievement test, it is possible to predict an individual's achievement level from the measured level of intelligence. It is also possible to estimate the error of this prediction. The assessment of an individual's measured intelligence level is itself subject to an error that can be estimated, as can the error of assessed achievement level. By consolidating the compounded errors, the statistical significance of the difference between the individual's predicted and measured achievement can be estimated. If the difference between the two is such that it could not be the result of chance, then the individual should be regarded as potentially learning disabled. Appendixes contain data from a computer program used to generate cut-off levels of achievement for students of different IQ levels, illustrative tables, and a discussion of the derivation of the formula used to define the discrepancy between predicted and measured achievement. (Author/FL)
Institute of Child Guidance and Development, University of Saskatchewan, Saskatoon, Saskatchewan, Canada S7N 0W0 ($6.00)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Saskatchewan Univ., Saskatoon. Inst. of Child Guidance and Development.
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