Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Watkins, M. W.
Right arrow Articles by Schaefer, B. A.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Watkins, M. W.
Right arrow Articles by Schaefer, B. A.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Diagnostic Utility of the Learning Disability Index

Marley W. Watkins

Pennsylvania State University, mww10{at}psu.edu

Joseph C. Kush

Duquesne University

Barbara A. Schaefer

The Pennsylvania State University

The Learning Disability Index (LDI) is one of many diagnostic indicators proposed for the identification of students with learning disabilities that relies on patterns of performance on cognitive tests. The LDI is hypothesized to relate to students' specific neuropsychological deficits. The present study investigated the diagnostic utility of the LDI with the third edition of the Wechsler Intelligence Scale for Children by comparing students previously diagnosed with learning disabilities (n = 2,053) to students without learning disabilities (n = 2,200). Subsamples of youth with specific reading (n = 445) and math (n = 168) disabilities permitted further assessment of the efficacy of the LDI. Receiver operating characteristic (ROC) curves revealed that the LDI resulted in a correct diagnostic decision only 55% to 64% of the time. These results demonstrate that the LDI is not a valid diagnostic indicator of learning disabilities.

Journal of Learning Disabilities, Vol. 35, No. 2, 98-103 (2002)
DOI: 10.1177/002221940203500201
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
G. D. Sideridis, P. L. Morgan, G. Botsas, S. Padeliadu, and D. Fuchs
Predicting LD on the Basis of Motivation, Metacognition, and Psychopathology: An ROC Analysis
J Learn Disabil, June 1, 2006; 39(3): 215 - 229.
[Abstract] [PDF]