Difference Scores in the Identification of Children with Learning Disabilities It's Time to Use a Different Method

By Robert J. Sternberg, Elena L. Grigorenko. 2002

115 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8903a8f23b06cf5bb0067e58636b5abf32c4ac09

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification (2008, background): “The vision of the anointed included a polemical campaign to eliminate discrep ancy from SLD identification procedures (e.g., Aaron, 1997; Stanovich, 2005; Sternberg & Grigorenko, 2002).”
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007, background): “…has limited utility in the identification of children with learning disabilities, it is important to identify the role that measures of specific cognitive abilities have in identification and treatment of such learning difficulties (see Sternberg & Grigorenko, 2002, and Stuebing et al., 2002).”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, unknown): “…Fuchs et al., 2002; Gunderson & Siegal, 2001; Peterson & Shinn, 2002; Reschly & Hosp, 2004; Scruggs & Mastropieri, 2002; Stanovich & Siegal, 1994; Sternberg & Grigorenko, 2002; Stuebing et al., 2002; Tilly et al., 1999; VanDerHeyden et al., 2007; Vaughn et al., 2003; Vellutino et al., 1996;…”
A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability (2010, unknown): “…procedures that relied primarily on evidence of a discrepancy be-tween ability (e.g., IQ) and achievement (e.g., Gunderson & Siegel, 2001; Sternberg & Grigorenko, 2002), advocates of RTI suggest that students should be identiﬁed as having learning disabilities only if they do not…”