DEFINING SEVERE DISCREPANCY IN THE DIAGNOSIS OF LEARNING-DISABILITIES - A COMPARISON OF METHODS

被引：21

作者：

CLARIZIO, HF

PHILLIPS, SE

机构：

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 1989年 / 27卷 / 04期

关键词：

D O I：

10.1016/0022-4405(89)90015-0

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

引用

页码：383 / 391

页数：9

共 10 条

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WEISS, L .

JOURNAL OF SCHOOL PSYCHOLOGY, 1988, 26 (02) :133-142

[3] A COMPARISON OF REGRESSION AND STANDARD SCORE DISCREPANCY METHODS FOR LEARNING-DISABILITIES IDENTIFICATION - EFFECTS ON RACIAL REPRESENTATION [J].

BRADEN, JP .

JOURNAL OF SCHOOL PSYCHOLOGY, 1987, 25 (01) :23-29

[4]

CHALFANT JC, 1984, ED258390

[5] LEARNING-DISABILITIES DEFINITIONS USED BY STATE EDUCATION DEPARTMENTS [J].

MERCER, CD ;

HUGHES, C ;

MERCER, AR .

LEARNING DISABILITY QUARTERLY, 1985, 8 (01) :45-55

[6] CRITICAL MEASUREMENT ISSUES IN LEARNING-DISABILITIES [J].

REYNOLDS, CR .

JOURNAL OF SPECIAL EDUCATION, 1984, 18 (04) :451-476

[7] THE FALLACY OF 2-YEARS BELOW GRADE LEVEL FOR AGE AS A DIAGNOSTIC CRITERION FOR READING DISORDERS [J].

REYNOLDS, CR .

JOURNAL OF SCHOOL PSYCHOLOGY, 1981, 19 (04) :350-358

[8]

SHEPARD L, 1982, ASSESSMENT LEARNING

[9]

*US DEP ED, 1987, LEARN DIS REP US C

[10]

1987, J LEARN DISABIL, V20, P349

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