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Peer reviewedEvans, Larry D. – Learning Disabilities Research and Practice, 1994
This comparison of regression discrepancy model results for learning disability identification used published IQ-achievement and reliability coefficients and generic, mean values. Use of mean IQ-achievement values resulted in higher discrepancy rates for a clinical sample. Use of both mean IQ-achievement and reliability values resulted in higher…
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Correlation
Peer reviewedAckerman, Peggy T.; And Others – Learning Disabilities Research and Practice, 1996
Forty adolescents with reading/spelling disabilities were assigned on the basis of IQ/achievement discrepancy scores to either a dyslexic or slow learner group. Significantly more females than males were in the slow learner category. Despite having lower IQs, the slow learning group had higher achievement levels, but group differences on…
Descriptors: Academic Achievement, Adolescents, Dyslexia, Intelligence Quotient
