On the Diagnosis of Learning Disabilities in Gifted Students: Reply to Assouline et al. (2010)

Autor/in	Lovett, Benjamin J.
Titel	On the Diagnosis of Learning Disabilities in Gifted Students: Reply to Assouline et al. (2010)
Quelle	In: Gifted Child Quarterly, 55 (2011) 2, S.149-151 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986210396435
Schlagwörter	Stellungnahme; Learning Disabilities; Identification; Gifted; Student Motivation; Student Interests; Error of Measurement; Academic Ability; Academic Achievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Begabter, Hoch Begabter; Schulische Motivation; Studieninteresse; Messfehler; Schulleistung
Abstract	Gifted students often fail to achieve at a superior level in one or more academic areas. In this reply to an article by Assouline, Nicpon, and Whiteman, the author reviews various explanations for this phenomenon, including motivation/interest, learning opportunities, and error in measuring students' ability-achievement discrepancies. The author also describes different methodologies for investigating whether learning disabilities are overidentified among gifted students and, more broadly, considers the appropriateness of a learning disability diagnosis in students with average achievement. The author concludes with thoughts on the proper interpretation of Assouline et al.'s results. (As Provided).
Anmerkungen	SAGE Publications. 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