The Identification and Performance of Gifted Students with Learning Disability Diagnoses: A Quantitative Synthesis

Autor/inn/en	Lovett, Benjamin J.; Sparks, Richard L.
Titel	The Identification and Performance of Gifted Students with Learning Disability Diagnoses: A Quantitative Synthesis
Quelle	In: Journal of Learning Disabilities, 46 (2013) 4, S.304-316 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411421810
Schlagwörter	Gifted Disabled; Learning Disabilities; Disability Identification; Standardized Tests; Achievement Tests; Performance Based Assessment; Literature Reviews; Educational Diagnosis; Classification; Academic Achievement; Scores; Intelligence Tests; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leistungsermittlung; Pedagogical diagnostics; Pädagogische Diagnostik; Classification system; Klassifikation; Klassifikationssystem; Schulleistung; Intelligence test; Intelligenztest
Abstract	Much has been written about gifted students with learning disabilities, but there have been few large-scale empirical investigations, and the concept has proven controversial. The authors reviewed the available empirical literature on these students, focusing on (a) the criteria by which the students were identified and (b) the students' performance on standardized tests of ability and achievement. In addition, the test scores of these students were aggregated to determine typical performance levels. A total of 46 empirical articles were reviewed, and major findings included wide variability in identification criteria across studies, frequent reliance on dubious methods of learning disability identification, and a lack of academic impairment among the identified students. Implications for the "gifted/LD" category are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10