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The Misconception of the Regression-Based Discrepancy Operationalization in the Definition and Research of Learning Disabilities

University of Leiden, broeck{at}fsw.leidenuniv.nl

In this article, I argue that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. I mathematically demonstrate that the regression-based discrepancy method largely reflects achievement-specific determinants, thereby defeating its own object of describing aptitude-achievement discrepancies. The implications for research examining the role of intelligence in learning disabilities are outlined.

Journal of Learning Disabilities, Vol. 35, No. 3, 194-204 (2002)
DOI: 10.1177/002221940203500301


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