PSYCHOMETRIC APPROACHES TO THE IDENTIFICATION OF LD: IQ AND ACHIEVEMENT SCORES ARE NOT SUFFICIENT
Bewaard in:
FRANCIS, D.J., ET AL., PSYCHOMETRIC APPROACHES TO THE IDENTIFICATION OF LD: IQ AND ACHIEVEMENT SCORES ARE NOT SUFFICIENT. JOURNAL OF LEARNING DISABILITIES, Vol. 38, no. 2 (2005), p. 98-108.
Ref.
138261
Plaats:
SIIS R.113 Archivo
Palabras clave:
Clasificación, Crítica, Discapacidad intelectual, Evaluación, Problemas de aprendizaje
Clasificación, Crítica, Discapacidad intelectual, Evaluación, Problemas de aprendizaje
Gelijkaardige items: PSYCHOMETRIC APPROACHES TO THE IDENTIFICATION OF LD: IQ AND ACHIEVEMENT SCORES ARE NOT SUFFICIENT
- IQ-DISCREPANCY DEFINITIONS AND THE DIAGNOSIS OF LD
- A CONCEPTUAL OVERVIEW OF THE REGRESSION DISCREPANCY MODEL FOR EVALUATING SEVERE DISCREPANCY BETWEEN IQ AND ACHIEVEMENT SCORES
- IS IQ-ACHIEVEMENT DISCREPANCY RELEVANT IN THE DEFINITION OF ARITHMETIC LEARNING DISABILITIES
- THE RELEVANCE OF IQ IN THE DETERMINATION OF LEARNING DISABILITIES: ABANDONING SCORES AS DECISION MAKERS
- THE MIDDLE SCHOOL EXPERIENCE: EFFECTS ON THE MATH AND SCIENCE ACHIEVEMENT OF ADOLESCENTS WITH LD
- MATHEMATICAL THINKINGS IN SECOND-GRADE CHILDREN WITH DIFFERENT FORMS OF LD