ERIC Number: EJ874469
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 51
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.)
Descriptors: Intervention, Learning Disabilities, Reading Failure, Disability Identification, Intelligence Quotient, Classification, Programming, Grade 3, Grade 1, Grade 4, Grade 5, Literacy Education, Reading Achievement, Cutting Scores, Urban Schools
Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: email@example.com; Web site: http://www.ldaamerica.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 3; Grade 4; Grade 5
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children