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Abstract

The accurate differentiation of learning disabled (LD) students from other low achieving students and the provision of effective remedial services continue to be important issues in the field of learning disabilities. Despite numerous criticisms, the calculation of a discrepancy between ability and achievement is used widely in the identification of students with learning disabilities. In the present investigation, the stability of discrepancies for LD and non-LD, low achieving students was examined. A differential change in relative descrepancy scores was found between the two groups of students from grades two to five. LD and non-LD groups did not differ significantly in second grade but did differ significantly in fifth grade in terms of relative discrepancy. Results and the implications for service delivery models are discussed.

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A Comparison over Time of Relative Discrepancy Scores of Low Achievers

Abstract

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References