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ERIC Number: EJ874469
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1046-6819
Defining Learning Disability: Does IQ Have Anything Significant to Say?
Dunn, Michael W.
Learning Disabilities: A Multidisciplinary Journal, v16 n1 p31-40 2010
A debate exists in the research community about replacing the traditional IQ/achievement discrepancy method for learning disability identification with a "response-to-intervention model". This new assessment paradigm uses a student's level of improvement with small-group or individual programming to determine a possible need for classification and long-term special education programming. A central issue in the discussion focuses on the utility of IQ in defining students with learning disabilities. To address this question, IQ data were analyzed for Grades 3 to 5 students (N=150) who had completed the Reading Recovery (RR) Grade 1 literacy intervention; some students (N=35) were later identified with learning disabilities. By using school boards' IQ/achievement discrepancy method as well as three other reading composite cut-off scores for learning disabilities classification, significant differences were found between identified and non-identified groups of students. Implications for learning disabilities assessment and identification within a response-to-intervention model are discussed. (Contains 3 tables.)
Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children