Abstract
Choosing among the alternative aptitude-achievement discrepancy models has significant educational implications. Those implications involve the fundamental concepts of learning disabilities (LD), its characteristics in the Identified LD population, approaches to interventions, and the interface between regular and special education. Two discrepancy models meet established though different psychometric standards. Thus, the models are better distinguished by the concepts and outcomes associated with their application. Several of these outcome standards are reviewed: (a) the relationship of aptitude and achievement, (b) numbers of students meeting a discrepancy criterion, (c) validity influences of the achievement measures, (d) influences on the profiles of students with LD, and (e) potential changes In the referral of students. These issues are reviewed to indicate that the choice between two discrepancy models has many implications beyond just operationalizing one component of the LD eligibility model.
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