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When IQ is Irrelevant to the Definition of Learning Disabilities
16 references·0 citing·41 second hop
When IQ is Irrelevant to the Definition of Learning Disabilities (2005)When IQ is Irrelevant to the Definition o…Comprehensive Handbook of Multicultural School Psychology. (2006)Comprehensive Handbook of Mul…Difference Scores in the Identification of Children with Learning Disabilities It's Time to Use a Different Method (2002)Difference Scores in the Iden…The Evils of the Use of IQ Tests To Define Learning Disabilities in First- and Second-Language Learners. (2001)The Evils of the Use of IQ Te…Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2001)Educational Research: Plannin…The Present and Future Status of School Psychology in the United States (2000)The Present and Future Status…Mapping the territory: Primary students with learning difficulties: Literacy and numeracy (2000)Mapping the territory: Primar…The Sociopsychometrics of Learning Disabilities (1999)The Sociopsychometrics of Lea…Issues in the Definition and Diagnosis of Learning Disabilities (1999)Issues in the Definition and …Demographic Characteristics and Professional Practices in School Psychology (1999)Demographic Characteristics a…The Impending Demise of the Discrepancy Formula (1997)The Impending Demise of the D…Learning Disabilities Definitions and Criteria Used by State Education Departments (1996)Learning Disabilities Definit…Qualitative Data Analysis: An Expanded Sourcebook (1994)Qualitative Data Analysis: An…Assessment Practices of School Psychologists: Ten Years Later (1992)Assessment Practices of Schoo…An Evaluation of the Discrepancy Definition of Dyslexia (1992)An Evaluation of the Discrepa…IQ Is Irrelevant to the Definition of Learning Disabilities (1989)IQ Is Irrelevant to the Defin…Designing qualitative research (1989)Designing qualitative researchThe Handbook of School Psychology (1982)School Psychology Past, Present, and Future (1993)Intelligent testing and the discrepancy model for children with learning disabilities. (1998)Integrating positive psychology into schools: Implications for practice (2003)Positive psychology goes to school: Are we there yet? (2003)Evidence on multicultural training in school psychology: Recommendations for future directions. (2010)Dyslexia: Theory and Research (1981)Reading Research Advances in Theory and Practice (1985)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. (1994)Psychiatric Comorbidity in Children and Adolescents with Reading Disability (2000)The Prevention of Reading Difficulties (2002)The Framing of Decisions and the Psychology of Choice (1981)The Modularity of Mind (1983)The g factor: the science of mental ability (1998)The Future of a Mistake: Will Discrepancy Measurement Continue to Make the Learning Disabilities Field a Pseudoscience? (2005)Implementation of IDEA: Integrating response to intervention and cognitive assessment methods (2006)Neural Basis of Dyslexia: A Comparison between Dyslexic and Nondyslexic Children Equated for Reading Ability (2006)Best Practices in School Psychology IV (1995)The Double-Deficit Hypothesis (2006)Prevalence of Combined Reading and Arithmetic Disabilities (2008)Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature (2009)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Handbook of reading research (1991)The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence (2002)Meta-Analytic Review of Responsiveness-To- Intervention Research: Examining Field-Based and Research-Implemented Models (2005)Individual differences in working memory and reading (1980)Decoding, Reading, and Reading Disability (1986)Converging evidence for phonological and surface subtypes of reading disability. (1997)Reading Research for Students with LD (1999)Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children (2002)Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice (2005)A General Inductive Approach for Analyzing Qualitative Evaluation Data (2006)Qualitative Research Designs (2007)Three Approaches to Qualitative Content Analysis (2005)Using thematic analysis in psychology (2006)The qualitative content analysis process (2008)Measuring behavioral regulation in four societies. (2011)Theorizing Racial Inequity in Special Education (2011)Thematic networks: an analytic tool for qualitative research (2001)Strategies for ensuring trustworthiness in qualitative research projects (2004)
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References

  • 1994Qualitative Data Analysis: An Expanded Sourcebook48,401 cited
  • 2001Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research25,504 cited
  • 1989Designing qualitative research9,905 cited
  • 1989IQ Is Irrelevant to the Definition of Learning Disabilities617 cited
  • 1992An Evaluation of the Discrepancy Definition of Dyslexia360 cited
  • 2006Comprehensive Handbook of Multicultural School Psychology.264 cited
  • 1997The Impending Demise of the Discrepancy Formula244 cited
  • 1999Issues in the Definition and Diagnosis of Learning Disabilities196 cited
  • 2000The Present and Future Status of School Psychology in the United States187 cited
  • 1999The Sociopsychometrics of Learning Disabilities150 cited
  • 1992Assessment Practices of School Psychologists: Ten Years Later132 cited
  • 1999Demographic Characteristics and Professional Practices in School Psychology127 cited
  • 1996Learning Disabilities Definitions and Criteria Used by State Education Departments118 cited
  • 2002Difference Scores in the Identification of Children with Learning Disabilities It's Time to Use a Different Method105 cited
  • 2000Mapping the territory: Primary students with learning difficulties: Literacy and numeracy

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101 cited
  • 2001The Evils of the Use of IQ Tests To Define Learning Disabilities in First- and Second-Language Learners.63 cited
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