ERIC Number: ED257235
Record Type: RIE
Publication Date: 1984-Oct-30
Reference Count: 0
An Examination of Variability in Identification of Learning Disabled Students according to Selected Discrepancy Formulas over a Three Year Period.
White, Warren J.; And Others
Cumulative files on 276 students (grades 2-12) identified as learning disabled (LD) were analyzed in the project designed to investigate effects of LD selection formulas and the influence of various LD services. Analyses revealed that few (3-5%) of the students were identified as LD by formulas demanding a substantial IQ achievement discrepancy; a significant decline in achievement from time of placement to time of reevaluation while mean IQ remained constant; and a paucity of significant results linking such characteristics as birth order and parental occupational status with learning disabilities. Students in self-contained classes tended to be more discrepant over time, particularly in the area of written expression. White Ss tended to be more discrepant in reading and math than black Ss. Evaluation instruments and data tables are appended. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas State Univ., Manhattan.