Identifying Learning Disabilities Through a Cognitive Deficit Framework Can Verbal Memory Deficits Explain Similarities Between Learning Disabled and Low Achieving Students

摘要: Traditionally, students with learning disabilities (LD) have been identified using an aptitude-achievement discrepancy or response to intervention approach. As profiles of the cognitive deficits discrepancy-defined LD already developed these approaches, can in turn be used identify approach as a benchmark for convergent validity. Australian Grade 3 (N = 172) were administered processing tests ascertain whether scores could accurately allocate into groups discriminant function analysis. Results showed that 77% 82% correctly allocated LD, low achievement, and regular achievement only measures phonological processing, rapid naming, verbal memory. Furthermore, memory found, along naming deficits, would designated achieving by method. Because significant lack is result rather than other way around, it argued should via deficits.