One size still does not fit all in specific learning disability assessment across ethnic groups

Journal of Learning Disabilities

Volumn 35, Issue 6, 2002, Pages 500-508

  Warner, Tamara D ^a   Dede, Duane E ^a   Garvan, Cynthia W ^a   Conway, Timothy W ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036851392     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/00222194020350060201     Document Type: Article

References (61)

1. Berk, R. (1984). Screening and diagnosis of children with learning disabilities. Springfield, IL: Thomas.
2. Berninger, V.W., & Abbott, R.D. (1994). Redefining learning disabilities: Moving beyond aptitude-achievement discrepancies to failure to respond to validated treatment protocols. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 163-185). Baltimore: Brookes.
3. Braden, J.P. (1987). A comparison of regression and standard score discrepancy methods for learning disabilities evaluation. Journal of School Psychology, 35, 23-29.
4. Bronson, F.L. (1983). Overrepresentation of low-socioeconomic minority students in special education programs in California. Learning Disability Quarterly, 6, 517-525.
5. Chinn, P.C., & Hughes, S. (1987). Representation of minority students in special education classes. Remedial and Special Education, 8(4), 41-46.
6. Cook, R.J. (1998). Kappa. In P. Armitage & T. Colton (Eds.) The encyclopedia of biostatistics (pp. 2160-2166). New York: Wiley.
7. Colarusso, R.P., Keel, M.C., & Dangel, H.L. (2001). A comparison of eligibility criteria and their impact on minority representation in LD programs. Learning Disabilities Research & Practice, 16, 1-7.
8. Collins, R., & Camblin, L.D. (1983). Politics and science of learning disability classification: Implications for Black children. Contemporary Education, 54, 113-118.
9. Cone, T.E., & Wilson, L.R. (1981). Quantifying a severe discrepancy: A critical analysis. Learning Disability Quarterly, 4, 359-371.
10. Dent, H.E. (1996). Non-biased assessment or realistic assessment? In R. Lewis (Ed.), Handbook of tests and measures for Black populations (pp. 103-122). Hampton, VA: Cobb & Henry.
11. Fletcher, J.M., Espy, K.A., Francis, D.J., Rourke, B.P., & Shaywitz, S.E. (1989). Comparisons of cutoff score and regression-based definitions of reading disabilities. Journal of Learning Disabilities, 22, 334-338.
12. Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon, G.R., Foorman, B.R., Stuebing, K.K., et al. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13, 186-203.
13. Fletcher, J.M., Francis, D.J., Rourke, B.P., Shaywitz, S.E., & Shaywitz, B.A. (1992). The validity of discrepancy-based definitions of reading disabilities. Journal of Learning Disabilities, 25, 555-561, 573.
14. Fletcher, J.M., Shaywitz, S.E., Shankweiler, D.P., Katz, L., Liberman, I.Y., Stuebing, K.K., et al. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.
15. Francis, D.J., Espy, K.A., Rourke, B.P., & Fletcher, J.M. (1991). Validity of intelligence test scores in the definition of learning disability: A critical analysis. In B.P. Rourke (Ed.), Neuropsychological validation of learning disability subtypes (pp. 15-44). New York: Guilford Press.
16. Francis, D.J., Shaywitz, S.E., Stuebing, K.K., Shaywitz, B.A., & Fletcher, J.M. (1991). Measurement of change: Assessing behavior over time and within a developmental context. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 29-58). Baltimore: Brookes.
17. Frankenberger, W., & Fronzaglio, K. (1991). A review of states criteria and procedures for identifying children with learning disabilities. Journal of Learning Disabilities, 24, 495-500.
18. Fuchs, L.S., & Fuchs, D. (1998) Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
19. Gajar, A.J. (1992). Adults with learning disabilities: Current and future research priorities. Journal of Learning Disabilities, 25, 507-519.
20. Gay, G. (1993). Ethnic minorities and educational equality. In J.A. Bans & C.A.M. Banks (Eds.), Multicultural education: Issues and perspectives (2nd ed., pp. 171-194). Boston: Allyn & Bacon.
21. Gregory, J.E., Shanahan, T., & Walberg, H.J. (1985). Learning disabled 10th graders in mainstreamed settings: A descriptive analysis. Remedial and Special Education, 6, 25-33.
22. Heath, C.P., & Kush, J.C. (1991). Use of discrepancy formulas in the assessment of learning disabilities. In J.E. Obrzut & G.W. Hynd (Eds.), Neuropsychological foundations of learning disabilities: A handbook of issues, methods, and practice (pp. 287-307). San Diego: Academic Press.
23. Helms, J.E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47, 1083-1101.
24. Helms, J.E. (1997). The triple quandary of race, culture, and social class in standardized cognitive ability testing. In D.P. Flanagan, J.L. Genshaft, & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 517-532). New York: Guilford Press.
25. Henderson, C. (1992). College freshmen with disabilities: A statistical profile. Washington, DC: American Council on Education, HEATH Resource Center. (ERIC Document Reproduction Service No. ED 354792).
26. Henderson, C. (1995). College freshmen with disabilities: A triennial statistical profile. Washington, DC: American Council on Education, HEATH Resource Center. (ERIC Document Reproduction Service No. ED 387971).
27. Henderson, C. (1999). College freshmen with disabilities, 1999: A biennial statistical profile. Statistical year 1998. Washington, DC: American Council on Education, HEATH Resource Center. (ERIC Document Reproduction Service No. ED 436900).
28. Individuals with Disabilities Education Act of 1990, 20 U.S.C. § 1400 et seq.
29. Kaufman, A.S., & Doppelt, J.E. (1976). Analysis of WISC-R standardization data in terms of the stratification variables. Child Development, 47, 165-171.
30. Kistner, J., Osborne, M., & LeVerrier, L. (1988). Causal attributions of learning-disabled children: Developmental patterns and relation to academic progress. Journal of Educational Psychology, 80, 82-89.
31. Larry P. v. Wilson Riles, 495 F. Supp. 926 (N.D. Calif. 1979).
32. Lyon, G.R. (1989). IQ is irrelevant to the definition of learning disabilities: A position in search of logic and data. Journal of Learning Disabilities, 20, 504-506, 512.
33. MacMillan, D.L., Gresham, F.M., & Bocian, K.M. (1998). Discrepancy between definitions of learning disabilities and school practices: An empirical investigation. Journal of Learning Disabilities, 31, 314-326.
34. McGrew, K.S., Werder, J.K., & Woodcock, R.W. (1991). WJ-R technical manual. Allen, TX: DLM.
35. McLeod, J. (1979). Educational underachievement: Toward a defensible psychometric definition. Journal of Learning Disabilities, 12, 42-50.
36. rffrt McLeskey, J., Waldron, N.L., & Wornhoff, S.A. (1990). Factors influencing the identification of Black and White students with learning disabilities. Journal of Learning Disabilities, 23, 362-366.
37. Mercer, C.D., Jordan, L., Allsopp, D.H., & Mercer, A.R. (1996). Learning disabilities definitions and criteria used by state education departments. Learning Disability Quarterly, 19, 217-232.
38. Mercer, C.D., King-Sears, P., & Mercer, A.R. (1990). Learning disabilities definitions and criteria used by state education departments. Learning Disability Quarterly, 13, 141-152.
39. Mercer, J.R. (1979). [Expert testimony in the Larry P. trial]. In Larry P. v. Riles, 495 F. Supp. 926 (Northern District Calif. 1979).
40. Meyer, M.S. (2000). The ability-achievement discrepancy: Does it contribute to an understanding of learning disabilities? Educational Psychology Review, 12, 315-337.
41. Olivarez, A., Jr., Palmer, D.J., & Guillemard, L. (1992). Predictive bias with referred and nonreferred Black, Hispanic and White pupils. Learning Disability Quarterly, 15, 175-186.
42. Payette, K.A., & Clarizio, H.F. (1994). Discrepant team decisions: The effects of race, gender, achievement, and IQ on LD eligibility. Psychology in the Schools, 31(1), 40-48.
43. Reynolds, C.R. (1990). Conceptual and technical problems in learning disability diagnosis. In C. Reynolds & R. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (pp. 571-592). New York: Guilford Press.
44. Reynolds, C.R., Chastain, R.L., Kaufman, A.S., & McLean, J.E. (1987). Demographic characteristics and IQ among adults: An analysis of the WAIS-R standardization sample as a function of the stratification variables. Journal of School Psychology, 25, 323-342.
45. Schuerholz, L.J., Harris, E.L., Baumgardner, T.L., Reiss, A.L., Freund, L.S., Church, R.P., et al. (1995). An analysis of two discrepancy-based models and a processing-deficit approach in identifying learning disabilities. Journal of Learning Disabilities, 28, 18-29.
46. Shaywitz, B.A., Fletcher, J.M., Holahan, J., & Shaywitz, S.E. (1992). Discrepancy compared to low achievement definitions of reading disability: Results from the Connecticut Longitudinal Study. Journal of Learning Disabilities, 25, 639-648.
47. Shaywitz, B.A., & Shaywitz, S.E. (1991). Measuring and analyzing change. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 59-68). Baltimore: Brookes.
48. Siegel, L.S. (1999). Issues in the definition and diagnosis of learning disabilities: A perspective on Guckenberger v. Boston University. Journal of Learning Disabilities, 32, 304-319.
49. Stanovich, K.E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 350-361.
50. Stanovich, K.E., & Siegel, L.S. (1994). Phenotypical performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
51. Torgesen, J.K., & Wagner, R.K. (1998). Alternative diagnostic approaches for specific developmental reading disabilities. Learning Disabilities Research & Practice, 13, 220-232.
52. Tucker, J.A. (1980). Ethnic proportions in classes for the learning disabled: Issues in nonbiased assessment. The Journal of Special Education, 14, 93-105.
53. U.S. Department of Education. (1994). 1994 elementary and secondary school civil rights compliance report. Washington, DC: Author.
54. U.S. Department of Education. (1998). Twentieth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
55. U.S. Department of Education. (2000). Twenty-second annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
56. Wagner, M. (1995). The contributions of poverty and ethnic background to the participation of secondary school students in special education. Menlo Park, CA: SRI International.
57. Wechsler, D.A. (1981). Wechsler adult intelligence scale-Revised. New York: Psychological Corp.
58. Wilkinson, G.S. (1993). Wide Range Achievement Test: Administration manual (3rd ed.). Wilmington, DE: Jastak.
59. Wilson, L.R., & Cone, T.E. (1984). The regression equation method of determining academic discrepancy. Journal of School Psychology, 22, 95-110.
60. Woodcock, R.W., & Johnson, M.B. (1989-1990). Woodcock-Johnson psycho-educational battery-Revised. Allen, TX: DLM.
61. Wright, P., & Santa Cruz, R. (1983). Ethnic composition of special education programs in California. Learning Disability Quarterly, 6, 387-394.