| Sign In to gain access to subscriptions and/or personal tools. |
An Analysis of Two Discrepancy-based Models and a Processing-Deficit Approach in Identifying Learning DisabilitiesLinda J. Schuerholz, EdD, is a psychologist in the Department of Developmental Cognitive Neurology at the Kennedy Krieger Institute and a part-time instructor in the Division of Education at Johns Hopkins University. Her research interests relate to learning disabilities, attentional deficits, and executive dysfunctions in children and adults.
Emily L. Harris, PhD, MPH, is an investigator for Kaiser Permanente at the Center for Health Research in Portland, Oregon. She has extensive experience in epidemiological research and behavioral genetics.
Thomas L. Baumgardner, PhD, is project coordinator in the Behavioral Neurogenetics and Neuroimaging Research Center of the Kennedy Krieger Institute.
Allan L. Reiss, MD, is an associate professor of psychiatry at the Johns Hopkins University School of Medicine and the director of the Behavioral Neurogenetics and Neuroimaging Research Center of the Kennedy Krieger Institute.
Lisa S. Freund, PhD, is a psychologist in the Behavioral Neurogenetics and Neuroimaging Research Center of the Kennedy Krieger Institute.
Robin P. Church, EdD, is the director of special education at the Kennedy Krieger Institute.
Jennifer Mohr, BA, was a research assistant with the Learning Disabilities Research Center at the Kennedy Krieger Institute. She is presently a graduate student at Emory University.
Martha Bridge Denckla, MD, is a professor of neurology and pediatrics at the Johns Hopkins University School of Medicine. She is the director of the Department of Developmental Cognitive Neurology at the Kennedy Krieger Institute and a principal investigator and director of the Learning Disabilities Research Center at the Kennedy Krieger Institute. Address: Linda J. Schuerholz, Department of Developmental Cognitive Neurology, Kennedy Krieger Institute, Baltimore, MD 21205. The incidence of learning disabilities (LD) in a research center sample of 107 boys and 103 girls between 6 and 12 years of age was calculated using Wechsler IQ and Woodcock-Johnson cluster scores in a regression model (REG) and a reliability model (REL). The REL method identified LD three times more often than the REG method, and all those identified by REG were also identified by REL. When stratified by IQ, REG and REL identified similar percentages in the lowest IQ group; however, REG identified at a lower rate as IQ increased. All 87 children identified with reading disabilities (both REL-RD and REG-RD) were weak to a similar extent on phonemic awareness. Comorbid elevated attention ratings were found in 62% of children with RD; 26% had elevated attention ratings but no linguistic processing deficits, and 21% had at least one linguistic processing deficit but no attentionally suspect rating.
Journal of Learning Disabilities, Vol. 28, No. 1,
18-29 (1995) This article has been cited by other articles:
|
|||||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
|
 |
|
Sign In to gain access to subscriptions and/or personal tools.
