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ERIC Number: ED228826
Record Type: RIE
Publication Date: 1982-Nov
Pages: 50
Abstractor: N/A
Reference Count: 0
An Analysis of the Conceptual Framework Underlying Definitions of Learning Disabilities.
Epps, Susan; And Others
Three types of definitions of learning disabilities (LD) (ability-achievement discrepancy, low achievement, and scatter) were examined to determine the extent of common variance within 48 school-identified LD children and 96 nonLD children (all elementary students). Both samples had previously been administered a battery of psychoeducational tests. Data were used to classify each child as LD or nonLD according to each of 14 operational definitions. A factor analysis resulted in two distinct groupings of LD students. Low achievement accounted for over four times the variance as ability-achievement discrepancy. Scatter did not contribute independently to classification. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.