A Comparison of Learning Disabled Adolescents with Specific Arithmetic and Reading Disabilities. [Report No.: IRLD-RR-27

Autor/inn/en	Pieper, Edward L.; Deshler, Donald D.
Institution	Kansas Univ., Lawrence, Inst. for Research in Learning Disabilities.
Titel	A Comparison of Learning Disabled Adolescents with Specific Arithmetic and Reading Disabilities. [Report No.: IRLD-RR-27
Quelle	(1980), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Arithmetic; Computation; Intelligence Tests; Junior High Schools; Learning Disabilities; Reading Difficulties + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Intelligence test; Intelligenztest; Sekundarstufe I; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit
Abstract	Forty-three junior high learning disabilities programs were surveyed to identify students either specifically disabled in arithmetic (SLDARITH, N=30) or specifically disabled in reading (SLDREAD, N=30). Three types of data were analyzed: size of LD program and school, Wechsler Intelligence Scale for Children (WISC) Verbal and Performance scores, and arithmetic and reading achievement scores and Wide Range Achievement Test (WRAT) scores. Results indicated that SLDARITH students were found predominantly in larger LD programs. There was no difference between the two groups on WISC verbal scores; however, the SLDARITH group was significantly lower on WISC performance scores. An analysis of all candidates for the study revealed inconsistencies on previously administered arithmetic and reading tests in comparison to the WRAT Arithmetic and Reading subtests. Tables with statistical data are included. (Author/SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01