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ERIC Number: EJ368977
Record Type: CIJE
Publication Date: 1988
Pages: N/A
Abstractor: N/A
Reference Count: 0
Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier vs. Later Identified Students with Learning Disabilities.
Weltner-Brunton, Susan L.; And Others
Learning Disability Quarterly, v11 n1 p71-79 Win 1988
The study compared earlier identified (grades 2-4) to later identified (grades 5-8) learning-disabled students' test scores (Woodcock Reading Mastery Tests and Wechsler Intelligence Scale for Children) upon identification and over time in special education. No significant between-group differences were found at identification. Over time (two years), verbal ability decreased, though reading achievement increased for both groups. (Author/DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A