Sage Journals: Discover world-class research

Abstract

Learning disability research has been the subject of much controversy in recent years. The research concern addressed in this paper relates to the equivalence of selected samples of learning disabled and normal children on measures of intelligence. LD and normal children often differ on measures of intelligence, as normal children score higher; intelligence test scores also are not similarly correlated with achievement measures for LD and normal children. This difference often is controlled in research investigations using analysis of covariance. When this procedure is used with LD children, assumptions underlying analysis of covariance frequently are violated. To illustrate this point, an empirical example is reviewed, with an interpretation of results when using analysis of covariance and an alternative procedure. Although specific procedures may be used with given samples of LD children to control for the IQ score difference, more research is needed to further clarify the nature of this difference.

Get full access to this article

View all access options for this article.

References

1. Hoeltke, G.M. Testing for an empirical linear and nonlinear predictive model between intelligence and achievement variables in a learning disability sample. Educational Modulation Center, University of Kansas, no date.

Bond, G.L. , & Fay, L.C. A comparison of the performance of good and poor readers on the individual items of the Stanford-Binet Scale forms L and M. Journal of Educational Research, 1950, 18, 475–479.

Brooks, C.R. Relationships and trends among children ages six to ten referred for psychological evaluations. Psychology in the Schools, 1977, 14, 30–33.

Camp, B.W. , & Dolcourt, J.L. Reading and spelling in good and poor readers. Journal of Learning Disabilities, 1977, 10, 300–307.

Clements, S. Minimal Brain Dysfunction in Children. (NINDS Monograph No. 3, U.S. Public Health Service Publication No. 1415). Washington, D.C.: U.S. Government Printing Office, 1966.

Hale, R.L. , Douglas, B. Cummins, A. , Rittgarn, G. , Breed, B. , & Dabben, D. The Slosson as a predictor of Wide Range Achievement Test performance. Psychology in the Schools, 1978, 15, 507–509.

Hallahan, D.P. , & Cruickshank, W.M. Psychoeducational Foundations of Learning Disabilities. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1973.

Hammill, D. , & Larsen, S. The relationship of selected auditory perceptual skills and reading ability. Journal of Learning Disabilities, 1974, 7, 429–436.

Hartlage, L.C. , & Steele, C.T. WISC and WISC-R correlates of academic achievement, Psychology in the Schools, 1977, 14, 15–18.

10.

Johnson, P.O. , & Fay, L.C The Johnson-Neyman technique, its theory and application. Psychometrika, 1950, 15, 349–367.

11.

Johnson, P.O. , & Neyman, J. Tests of certain linear hypotheses and their application to some educational problems. Statistical Research Memoirs, 1933, 1, 57–93.

12.

Kaufman, M. , & Prehm, H. A review of research on learning sets and transfer of training in mental defectives. In N. R. Ellis (Ed.) International Review of Research in Mental Retardation (Vol. 2). New York: Academic Press, 1966.

13.

Keogh, B.K. , Major, S.M. , Reid, H.P. , Gandara, P. , & Omori, H. Marker variables: A search for comparability and generalizability in the field of learning disabilities. Learning Disability Quarterly, 1978, 1, 3, 5–11.

14.

Kerlinger, F.M. , & Pedhazur, E.J. Multiple Regression in Behavioral Research. Chicago: Holt, Rinehart, and Winston, 1973.

15.

Kirk, S.A. , & Elkins, J. Learning disabilities: Characteristics of children enrolled in the Child Service Demonstration Centers. Journal of Learning Disabilities, 1975, 8, 630–647.

16.

Lovitt, T.C. , & Jenkins, J.R. Learning disability research: Defining populations. Learning Disability Quarterly, 1979, 2, 3, 46–50.

17.

McLeskey, J.L. The acquisition of a conditional discrimination learning set by reading disabled and normal children. Unpublished doctoral dis sertation, Georgia State University, 1977.

18.

Myklebust, H. Learning Disabilities: Definition and overview. In H. Myklebust (Ed.). Progress in Learning Disabilities. Vol. I. New York: Grund & Stratton, 1968.

19.

Salvia, J. , & Ysseldyke, J.E. Assessment in Special and Remedial Education, 2nd ed. Boston Houghton Mifflin, 1981.

20.

Senf, G.M.

A perspective on the definition of LD

Journal of Learning Disabilities, 1977, 9, 337–339.

21.

Tatsuoka, M. Multivariate Analysis. New York: Joh Wiley & Sons, 1971.

22.

Vellutino, F.R. Dyslexia: Theory and Research Cambridge, Mass.: The MIT Press, 1979.

Controlling IQ Differences Between Reading Disabled and Normal Children

Abstract

Get full access to this article

References