ERIC Number: ED226047
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
Eligibility for Learning Disability Services: A Direct and Repeated Measurement Approach.
Marston, Doug; And Others
The performance of 566 elementary students enrolled in grades 1-6 from Minnesota, Pennsylvania, and Washington, on direct measures of reading, spelling, and written expression was analyzed to determine the rate of students who would be eligible for special education services by each of four discrepancy criteria. Measures were individually administered by a trained examiner. Testing lasted approximately 25 minutes. Stimulus materials were presented in the following order for each student: (1) three isolated word lists, (2) three oral passages, (3) two dictated spelling lists, and (4) two story starters. Results indicated that while a 2.0 to 3.0 times discrepancy from peers was an appropriate level for determining low performance students in grades 3-6, even a stringent 3.0 times discrepancy would identify too many students in grades 1 and 2. The development of a task with a greater number of simple items is suggested as an alternate solution for identifying an appropriate criterion for students in grades 1 and 2. (Author/PN)
Descriptors: Academic Achievement, Elementary Education, Eligibility, Evaluation Methods, Learning Disabilities, Measures (Individuals), Reading, Remedial Instruction, Special Education, Spelling, Student Evaluation, Student Placement, Test Validity, Written Language
Editor, IRLD, 350 Elliott Hall, 750 East River Road, University of Minneapolis, MN 55455 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.