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Research article

First published 1992-8

Multiple IQ-Achievement Comparisons: Effects on Severe Discrepancy Determination

Larry D. Evans

Learning Disability Quarterly

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Research article

First published 1999-11

Is IQ-Achievement Discrepancy Relevant in the Definition of Arithmetic Learning Disabilities?

Juan E. Jiménez González, Ana I. Garcia Espínel

Learning Disability Quarterly

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Research article

First published 1986-8

Longitudinal Stability of LD Subtypes Based on Age- and IQ-Achievement Discrepancies

Elizabeth J. Short, Lynne Feagans, James D. McKinney [...]

Learning Disability Quarterly

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Research article

First published 1994-6

Validity of IQ-Achievement Discrepancy Criteria for Identifying Learning Disabilities

Tom Humphries, Janet Bone

Canadian Journal of School Psychology

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Research article

First published 1990-8

A Conceptual Overview of the Regression Discrepancy Model for Evaluating Severe Discrepancy Between IQ and Achievement Scores

Larry D. Evans

Journal of Learning Disabilities

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Research article

First published 2002-2

Growth in Precursor and Reading–Related Skills: Do Low–Achieving and IQ–Discrepant Readers Develop Differently?

Kimberly J. O'Malley, David J. Francis, Barbara R. Foorman [...]

Learning Disabilities Research & Practice

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Research article

First published 2003-1

Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities With and Without IQ—Achievement Discrepancy?

Juan E. Jimenez, Maria del Rosario Ortiz, Mercedes Rodrigo [...]

Journal of Learning Disabilities

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Research article

First published 2015-06

Psycho-Educational Assessment of Specific Learning Disabilities: Views and Practices of Australian Psychologists and Guidance Counsellors

John D. Meteyard, Linda Gilmore

Journal of Psychologists and Counsellors in Schools

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Other

First published 1992-11

The Validity of Discrepancy-Based Definitions of Reading Disabilities

Jack M. Fletcher, David J. Francis, Byron P. Rourke [...]

Journal of Learning Disabilities

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Research article

First published 1992-4

Severe Does Not Always Imply Significant

Larry D. Evans

The Journal of Special Education

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