共查询到20条相似文献，搜索用时 140 毫秒
1.
Van den Broeck W 《Journal of learning disabilities》2002,35(3):209-213
Willson and Reynolds (in this issue) challenged my thesis that the regression-based discrepancy method (RDM) is not a valid tool to detect aptitude-achievement discrepancies. In this response, I show that the statistical and theoretical counterarguments of Willson and Reynolds are based on a misreading of the statistical models presented. Furthermore, I demonstrate that the regression adjustment, which is largest for lower correlations, is the direct source of the lack of validity of the RDM procedure. Nevertheless, RDM can be considered a valid method to measure an achievement component that is unrelated to intelligence. 相似文献
2.
Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification 总被引：1，自引：0，他引：1
Deborah L. Speece Lisa Pericola Case Dawn Eddy Molloy 《Learning disabilities research & practice》2003,18(3):147-156
Most definitions of learning disabilities (LD) include a qualification that adequate general education instruction was received and the child with LD did not benefit. Rarely is this tenet assessed in either practice or research before a diagnosis is made. We review three studies that investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions. Adequacy of instruction was quantified by children's level and rate of progress, compared to classmates, as measured by curriculum‐based measures of oral reading fluency. We found that the response‐to‐instruction model tested was valid in that (1) children who differ from their peers on level and slope of performance (dual discrepancy) have more severe academic and behavioral problems than children who have IQ‐achievement discrepancies or low achievement; (2) children who demonstrate persistent nonresponsiveness over three years differ from other at‐risk children on reading, reading‐related, and behavioral measures; and (3) at‐risk children who participated in specially designed general education interventions had better outcomes than at‐risk children who did not participate. We conducted additional analyses to assess low achievement definitional variations and found that they lack sensitivity and coverage compared to a dual discrepancy definition. 相似文献
3.
A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models. 相似文献
4.
Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validity. Study 2 describes the successful outcome of a 7-year CMR-based reading instruction program. Compared to the discrepancy model, the CMR has demonstrated several advantages. 相似文献
5.
6.
This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed. 相似文献
7.
Richard L. Sparks 《Learning disabilities research & practice》2008,23(4):180-183
Abstract This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ‐achievement discrepancies and FL aptitude, proficiency, and achievement; and (c) students classified as LD who pass FL courses or receive course substitutions. Findings show that there are no cognitive and achievement differences between students classified as LD and non‐LD students enrolled in FL courses or between students classified as LD who pass FL courses or receive course substitutions. Findings have shown that there are no differences in FL outcomes between students classified as LD with and without discrepancies. Research findings over several years show that classification as LD is unimportant for determining whether or not a student will exhibit FL learning problems or fail FL courses. 相似文献
8.
Recent consensus reports concur in suggesting major changes in the federal regulatory approach to the identification of learning
disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification,
and also recommend incorporation of response to instruction (RTI) as one of the identification criteria. These changes are
also recommended to states in the current reauthorization of the U.S. Individuals with Disabilities in Education Act (IDEA).
While not mandatory, states that follow these recommendations will experience major changes in identification and treatment
of students served under the LD category. This paper reviews the basis for these recommendations, summarizing four recent
consensus group reports on special education that concur in suggesting these changes. Seventeen commonly asked questions about
these changes are presented, with responses. In order to ensure adequate instruction for students with LD, it is essential
that identification practices focus on assessments that are directly related to instruction, that any services for students
who are struggling prioritize intervention over eligibility, and that special education be permitted to focus more on results
and outcomes and less on eligibility and process. Identification models that incorporate RTI represent a shift in special
education toward the goals of better achievement and behavioral outcomes for students identified with LD, as well as those
students at risk for LD.
Supported by grants from the National Institute of Child Health and Human Development, HD25802-13, “Center for the Study of
Learning and Attention Disorders” (JMF); and the Office of Special Education Programs: H326Y02002, National Center for Special
Education Accountability Monitoring (WAC); H324U010004, National Research Center for Learning Disabilities (DJR), and H324X010013,
Preventing Reading Difficulties: A Three-Tiered Intervention Model (SRC). The National Center for Learning Disabilities also
provided support for the development of this paper. The views expressed are those of the authors and should not be viewed
as necessarily representative of others associated with the centers listed or the funding agencies supporting these centers. 相似文献
9.
In this introduction to the special issue, a response‐to‐instruction approach to learning disabilities (LD) identification is discussed. Then, an overview of the promise and the potential pitfalls of such an approach is provided. The potential benefits include identification of students based on risk rather than deficit, early identification and instruction, reduction of identification bias, and linkage of identification assessment with instructional planning. Questions concern the integrity of the LD concept, the need for validated interventions and assessment methods, the adequacy of response to instruction as the endpoint in identification, the appropriate instruction intensity, the need for adequately trained personnel, and due process. Finally, an overview of the articles constituting the special issue is provided. 相似文献
10.
11.
The purpose of this study was to determine whether distinct subgroups of children with learning disabilities could be identified using a single, recently developed instrument—the Differential Ability Scales (DAS). Ward's method of cluster analysis was used to group 83 school-verified children with learning disabilities from the standardization sample. The following six subgroups were identified: (a) generalized, (b) high functioning, (c) normal, (d) underachievement, (e) borderline, and (f) dyseidetic. Not all subgroups displayed the expected discrepancy between intelligence and achievement associated with the current definitions of I.D. In subsequent discriminant analyses, both achievement and diagnostic subtests were necessary for accuracy in classification. This study provided evidence of the DAS's ability to diagnose the learning disabled differentially and provided distinct profiles for LD subgroups. Administration of the diagnostic subtests along with achievement subtests can provide the clinician with valuable diagnostic information for LD. 相似文献
12.
Van den Broeck W 《Journal of learning disabilities》2002,35(3):194-204
In this article, I argue that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. I mathematically demonstrate that the regression-based discrepancy method largely reflects achievement-specific determinants, thereby defeating its own object of describing aptitude-achievement discrepancies. The implications for research examining the role of intelligence in learning disabilities are outlined. 相似文献
13.
A group of 110 LD college students were compared to a random stratified sample (RSS) of 153 peers attending the same moderately
selective college between 1980 and 1988. The LD students received comprehensive, highly coordinated support services for at
least one semester. The groups were matched on gender, college experience, semester, and year of entry to the college. The
LD and RSS groups were compared on high school preparation and performance, ACT and college performance, and graduation and
academic failure rate. Although the LD students’ high school records, ACT scores, and college performance were inferior to
that of the RSS group, they graduated at the same rate and within the same time frame. Neither was there any significant difference
in the academic failure rate. Closer examination of the LD graduates and academic failures’ performance showed that in spite
of the similarities in intellectual abilities, academic achievement, and aptitude-achievement discrepancy, two factors differentiated
between the LD graduates and non-graduates: oral language abilities and motivation and attitude toward the teaching-learning
process. These two factors accounted for 60 percent of the variance in graduation status.
This research was supported in part by grants from the Butz and Thorn River Foundations. 相似文献
14.
We compared the level of agreement among four models used to diagnose learning disabilities (LD), including the simple discrepancy, intraindividual, intellectual ability-achievement, and underachievement models. The sample included 170 clinic-referred university students. The simple discrepancy model diagnosed significantly more students with LD than the other three models. The highest degree of agreement occurred between the intraindividual and intellectual ability-achievement models (70%); the lowest level of agreement occurred between the simple discrepancy and underachievement models (48%). Finally, only two of the six comparisons among the four models demonstrated significant correlations. We conclude that even when discrepancy models diagnose similar numbers of students with LD, the same students are not diagnosed across different models. 相似文献
15.
Tai Mei Kin Omar Abdull Kareem Mohamad Sahari Nordin Khuan Wai Bing 《School Leadership & Management》2015,35(3):266-299
The objectives of the study were to validate a substantiated Teacher Change Beliefs Model (TCBM) and an instrument to identify critical components of teacher change beliefs (TCB) in Malaysian secondary schools. Five different pilot test approaches were applied to ensure the validity and reliability of the instrument. A total of 936 teachers from 47 high-performing secondary schools completed the survey. Structural equation modelling was applied to test the models. Exploratory factor analysis was employed to identify the underlying factors, whereas confirmatory factor analysis was applied to test the measurement models. The analysis yielded a three-factor TCBM: (1) discrepancy, (2) efficacy and (3) principal support. The results demonstrated a good fit of the model: normed χ2 = 3.156, Tucker-Lewis Fix Index = .987, Comparative Fix Index = .991 and Root Mean Square Error of Approximation = .048. The results also provided evidence for convergent validity, discriminant validity and construct reliability. The TCBM is an empirically tested model derived in a local Malaysian cultural education setting. It provides direction for practitioners in planning and designing training programmes of change management for school principals in the enhancement of TCB among teachers in schools. Besides, Teacher Change Beliefs Scale is a promising and welcome tool for both practitioners and researchers. With only nine items, it is easy to administer and not time-consuming. 相似文献
16.
Many personnel committees at colleges and universities in the USA use student evaluation of faculty instruction to make decisions regarding tenure, promotion, merit pay or faculty professional development. This study examines the construct validity and internal consistency reliability of the student evaluation of instruction (SEI) used at a large mid‐western university in the USA for both administrative and instructional purposes. The sample consisted of 73,500 completed SEIs for undergraduate students who self‐reported as freshman, sophomore, junior or senior. Confirmatory factor analysis via structural equation modelling was used to explore the construct validity of the SEI instrument. The internal consistency of students' ratings was reported to provide reliability evidence. The results of this study showed that the model fits the data for the sample. The significance of this study as well as areas for further research are discussed. 相似文献
17.
In this study, the psychometric properties of the scenario‐based Achievement Guilt and Shame Scale (AGSS) were established. The AGSS and scales assessing interpersonal guilt and shame, high standards, overgeneralization, self‐criticism, self‐esteem, academic self‐concept, fear of failure, and tendency to respond in a socially desirable manner were completed by 322 undergraduate students. A confirmatory factor analysis indicated that a 12‐scenario model had an acceptable fit to the data, with guilt and shame items forming separate, weakly correlated subscales. Each of the guilt and shame subscales of the AGSS demonstrated good internal and test–retest reliability. Good construct validity was also evident, with each subscale uniquely correlating with constructs in ways that were consistent with predictions. Acceptable discriminant validity was also evident. These outcomes provide support for the utility of the AGSS in assessing guilt and shame reactions in achievement situations. 相似文献
18.
Frederick J. Brigham Thomas E. Scruggs Margo A. Mastropieri 《Learning disabilities research & practice》2011,26(4):223-232
Students with learning disabilities (LD) are increasingly expected to master content in the general education curriculum, making the need for effective instructional supports more important than ever before. Science is a part of the curriculum that can be particularly challenging to students with LD because of the diverse demands it places on cognitive performance. In this summary we review a number of strategies that have been validated for learners with LD. The strategies include supports for (a) verbal learning of declarative information, (b) processing information in texts, (c) activities‐based instruction/experiential learning, (d) scientific thinking and reasoning, and (e) differentiated instruction. We also summarize the research regarding the impact of teacher behavior on achievement for students with LD in science education. The strategies reviewed yield tangible and positive effect sizes that suggest that their application to the target domain will substantially improve outcomes for students with LD in science education. 相似文献
19.
Craig S. Galbraith Gregory B. Merrill Doug M. Kline 《Research in higher education》2012,53(3):353-374
In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs)
and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques,
a neural network analysis and a Bayesian data reduction and classification algorithm, we find little or no support for the
validity of SETEs as a general indicator of teaching effectiveness or student learning. In fact, the underlying structure
appears to be non-linear and possibly negatively bimodal where the most effective instructors are within the middle percentiles
of student course ratings, while instructors receiving ratings in the top quintile or the bottom quintile are associated with
significantly lower levels of student achievement. 相似文献
20.
J M Fletcher D J Francis B P Rourke S E Shaywitz B A Shaywitz 《Journal of learning disabilities》1992,25(9):555-61, 573
This study addressed the validity of distinguishing children with reading disabilities according to the presence or absence of discrepancies between intelligence test scores and academic achievement. Three definitions of reading disability were used to provide criteria for five groups of children who (a) met a discrepancy-based definition uncorrected for the correlation of IQ and achievement; (b) met a discrepancy-based definition correcting for the correlation of IQ and achievement; (c) met a low achievement definition with no IQ discrepancy; (d) met criteria a and b; and (e) met none of the criteria and had no reading disability. Comparison of these five groups on a set of 10 neuropsychological tests corrected for correlations with IQ showed that group differences were small and accounted for little of the variability among groups. These results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores. 相似文献