Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach |
| |
Authors: | Jack M Fletcher Barbara R Foorman Amy Boudousquie Marcia A Barnes Christopher Schatschneider David J Francis |
| |
Institution: | a University of Texas-Houston Health Science Center, Houston, TX USA b University of Toronto The Hospital for Sick Children, Toronto, Ont., Canada c University of Houston, Houston, TX USA |
| |
Abstract: | Assessment practices for children with learning disabilities (LD) in reading are driven by the three primary components of the federal definition of LD: discrepancy, heterogeneity, and exclusion. This article reviews the implications of these three components for the assessment of children with reading disabilities and other forms of LD. We propose a rationale and procedures for more efficient approaches to the identification of children as learning disabled in reading or at-risk for these disabilities that are aligned with research on reading disabilities and other forms of LD. This approach emphasizes the assessment of academic skills and their components in an effort to develop intervention plans. Intelligence tests are not necessary for the identification of children as learning disabled and do not contribute to intervention planning. |
| |
Keywords: | : Learning disability" target="_blank">: Learning disability Assessment IQ tests Discrepancy |
本文献已被 ScienceDirect 等数据库收录! |