Learning Disability Discrepancy Formulas: Their Use in Actual Practice

Forness, Steven R.; Sinclair, Esther; Guthrie, Donald

doi:10.2307/1510788

Cited by 49 publications

(15 citation statements)

References 24 publications

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“…Critics also have noted the lack of evidence of qualitative differences between IQ-achievement discrepancy subgroups on reading-related factors (Ellis, McDougall, & Monk, 1996;Fletcher et al, 1994;Flowers, Meyer, Lovato, Wood, & Felton, 2001;Pennington, Gilger, Olson, & DeFries, 1992;Stanovich & Siegel, 1994). Another major issue of particular relevance to the present investigation has been the inability of the IQachievement discrepancy approach to provide guidance for intervention (Aaron, 1991;Forness, Sinclair, & Guthrie, 1983). As applied, the IQ diagnostic model does not identify individual subgroup differences that can be used to plan specific intervention goals or activities.…”

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confidence: 98%

Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities

2003

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The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identified, poor readers could be classified into four subgroups that differed significantly in reading-related abilities. Further analyses showed that poor readers' strengths and weaknesses in listening comprehension, and to a lesser extent in word recognition, were foreshadowed by their abilities on related kindergarten measures. Follow-up testing in the fourth grade indicated that poor readers' individual differences in word recognition and listening comprehension were consistent and that subgroups were moderately stable. The implications of these results for the assessment and remediation of reading disabilities are discussed.

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confidence: 98%

Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities

2003

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“…1985). Learning-disabled students are most often identified by a discrepancy between their measured potential (e.g., on a standardized IQ test) and their actual performance on academic tasks (Dangel & Ensminger, 1988; Forness, Sinclair, & Guthrie, 1983;Hammill, 1990). This study does not attempt to enter into the controversy over competing definitions of either giftedness or learning disabilities.…”

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confidence: 99%

Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students

hannah

Shore

1995

Gifted Child Quarterly

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This study offers empirical support for the importance of metacognition in giftedness based on the performance of 48 school-identified learning-disabled gifted, gifted, leaming-disabled, and average-performing boys in Grades 5/6 and 11/12 on assessments of metacognitive knowledge, metacognitive skill on a thinkaloud error-detection reading task, error detection, and comprehension; prior knowledge was covaried. Performance of gifted and learning-disabled gifted students exceeded that of the average-performing and learningdisabled students on most measures at both grade levels.A main effect was found for grade; however, secondary average-performing students' performance was closer to that of the gifted and leaming-disabled gifted students'performance. Metacognitive performance of the learning-disabled gifted students resembled that of the gifted sample more than that of the leaming-disabled sample.The study of learning-disabled gifted students provides useful insights into the nature of giftedness. The combination of exceptionalities is especially interesting because both giftedness and learning disabilities have been studied separately from a cognitive perspective and because learning-disabled gifted students have received increasing attention as a special population of children. Our primary goal is to provide empirical data in support of the proposition that metacognition is a defining quality of intellectual giftedness. Our second goal is to explore the more genera( proposition that better understanding the psychology of learning-disabled gifted students will enable us both to serve them better and to advance our understanding of intelligence in general and of giftedness in particular.Both giftedness and learning disabilities are imprecise terms. In general, giftedness refers to high intellectual abilities or potential rather than talent in specific performance (Gagn~,

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“…Singling out the LD definition for such comment may show the profession's grave concern over the ambiguous results of using various discrepancy formulas (Berk, 1981;Cone & Wilson. 1981 ;Forness, Sinclair, & Guthrie, 1983;Reynolds, 1981;190 ASSESSMENT OF EXCEPTIONAL CHILDREN Shepard, 1980;Wilson & Cone, 1984;Ysseldyke, Algozzine, & Epps, 1983) and WISC-R profiles (Anderson, Kaufman, & Kaufman, 1976;Gutkin, 1979;Miller, 1980;Smith, 1978;Tabachnick, 1979;Vance, Wallbrown, & Blaha, 1978) in identifying LD students.…”

Section: Standards For Educational and Psychological Testingmentioning

confidence: 99%

Standards for Educational and Psychological Testing:More Than a Symbolic Exercise

Yoshida

Friedman

1986

Special Services in the Schools

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Learning Disability Discrepancy Formulas: Their Use in Actual Practice

Cited by 49 publications

References 24 publications

Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities

Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities

Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students

Standards for Educational and Psychological Testing:More Than a Symbolic Exercise

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