Abstract:
:We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR children performed more poorly than community-nonreferred (CNR) children on cognitive ability, academic achievement, attention problems, and information processing. CR group performance was equivalent to that of CSE and HR groups, but HR children showed poorer academic achievement. Referred children performed more poorly on all measures than nonreferred, whether they met formal diagnostic criteria for a learning disorder or not. Learning disorders may be better conceptualized as a context-dependent problem of functional adaptation than as a disability analogous to physical disabilities, raising questions about the validity of using psychometric test scores as the criterion for identification.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Waber DP,Weiler MD,Forbes PW,Bernstein JH,Bellinger DC,Rappaport Ldoi
10.1177/00222194030360050801keywords:
subject
Has Abstractpub_date
2003-09-01 00:00:00pages
467-83issue
5eissn
0022-2194issn
1538-4780journal_volume
36pub_type
杂志文章abstract::The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...
journal_title:Journal of learning disabilities
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pub_type: 杂志文章,评审
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