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Journal of Learning Disabilities
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The Role of the Teacher in Identifying Learning Disabilities

A Study Using the McCarney Learning Disability Evaluation Scale (LDES)

Andry Vrachimi Souroulla

University of Cyprus

Georgia Panayiotou

University of Cyprus

Constantinos M. Kokkinos

Democritus University of Thrace, Greece

The purpose of the study was to examine whether the Greek translation of the Learning Disability Evaluation Scale (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students’ grades in Math and Greek Language and to the Reading Ability Test. Scores on LDES from the above randomly selected sample were significantly different from scores on LDES for another sample of 47 students, who were manifesting learning disabilities, indicating that the LDES can distinguish between the two samples. The exploratory factor analysis revealed that the LDES maintains the original factor structure and the reliability values supported its internal consistency. Results and limitations are discussed.

Key Words: assessment • learning disabilities • teacher ratings

This version was published on November 1, 2009

Journal of Learning Disabilities, Vol. 42, No. 6, 483-493 (2009)
DOI: 10.1177/0022219409335217
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