A Longitudinal Examination of the Remediation of Learning Disabilities: IQ, Age at Diagnosis, School SES and Voluntary Transfer

Autor/inn/en	Vandenberg, Brian; Emery, Debra
Titel	A Longitudinal Examination of the Remediation of Learning Disabilities: IQ, Age at Diagnosis, School SES and Voluntary Transfer
Quelle	In: International Journal of Special Education, 24 (2009) 1, S.45-52 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Transfer Programs; Learning Disabilities; Intelligence Quotient; Identification; Remedial Instruction; Longitudinal Studies; Age; Socioeconomic Status; Intelligence Tests; Achievement Tests; Scores; Predictor Variables; Transfer Students + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Intelligenzquotient; Identifikation; Identifizierung; Förderkurs; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alter; Lebensalter; Socio-economic status; Sozioökonomischer Status; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	This three year longitudinal study examined the effects of IQ, age of diagnosis, school socioeconomic status (SES) and participation in desegregation programs on the remediation of learning disabilities. Participants included 176 children who were diagnosed with a learning disability, 44 of whom were participants in a voluntary transfer program. Baseline discrepancies between standardized cognitive and achievement scores were obtained at the time of the initial learning disability diagnosis. The effect of remediation was measured at a three-year re-evaluation period. Results indicated that IQ and age at diagnosis were significant predictors of remedial success, while school SES and transfer status were not. Students with higher IQ scores, who were identified at an earlier age, showed greater remedial gains. The results underscore the importance of early identification and suggest more intensive services and follow-up be given to children with lower IQ. (Contains 2 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10