This article discusses the use of significant deficits as a defining characteristic of learning disability. Reliable measures of achievement and intelligence are used to compute the reliability of mental and achievement age differences, and the difference scores are demonstrated to be considerably less reliable than either the intelligence or achievement scores. Implications for educational planning are discussed.
Get full access to this article
View all access options for this article.
References
1.
BatemanB.An educator's view of a diagnostic approach to learning disorders. Learning disorders. Vol. 1. Seattle: Special Child Publications, 1965.
2.
GhiselliE. E.Theory of psychological measurement. New York: McGraw-Hill, 1964.
