Literaturnachweis - Detailanzeige
Autor/inn/en | Vellutino, Frank R.; Scanlon, Donna M.; Lyon, G. Reid |
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Titel | Differentiating between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence against the IQ-Achievement Discrepancy Definition of Reading Disability. |
Quelle | In: Journal of Learning Disabilities, 33 (2000) 3, S.223-38Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | Classification; Clinical Diagnosis; Definitions; Elementary Secondary Education; Evaluation Methods; Intelligence Quotient; Learning Disabilities; Reading Difficulties; Student Evaluation |
Abstract | This article discusses research on the traditional use of the IQ-achievement discrepancy to define specific reading disability. It highlights results from a study which found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. (Contains references.) (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |