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ERIC Number: ED340736
Record Type: Non-Journal
Publication Date: 1991-Nov
Pages: 25
Abstractor: N/A
Reference Count: N/A
An Analysis of Aptitude-Achievement Discrepancy Formulas in Learning Disability Assessment.
Connell, Peggy H.
Results of applying different aptitude-achievement discrepancy models for test scores were compared for 150 second, 150 third, 150 fourth, and 130 fifth graders in several school systems in the Southeast who had been referred for psychoeducational testing for learning disabilities to determine whether different groups of students were identified as having a severe discrepancy according to the formula applied. Subjects included 200, 200, and 180 students of low, average, and high aptitude, respectively. Instruments used were the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement (K-TEA). The three models were: (1) simple difference; (2) estimated true difference score; and (3) frequency of regression prediction. A factorial two between- and one within-subjects with repeated measure analysis of variance design was used. The independent variables grade level and aptitude level crossed with the independent variable, discrepancy model. Each set of scores (WISC-R and K-TEA) was tested by each model, and discrepancies were computed. The lack of agreement between the regression model and others suggests that the model chosen could have a severe impact on the identification process. The simple difference and estimated true difference models could be used interchangeably. Implications for identification of aptitude-achievement discrepancies are discussed. Three data tables and a 40-item list of references are included. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Test of Educational Achievement; Wechsler Intelligence Scale for Children