Abstract
The ability of the Diagnostic Analysis of Reading Errors (DARE) test to differentiate among students representing special populations was investigated. The DARE was administered to adolescents who had been previously placed in classes for learning disabilities, emotional disturbance, giftedness, and regular education. Data were analyzed by comparing group differences in scores on the DARE correct scale and by determining how accurately the DARE classification criteria reflected differences in actual educational placement. Results indicated that the DARE might have some value as a preliminary screening instrument for identifying adolescents who are at risk for educational problems. The results also indicated, however, that no consistent pattern of scores was unique to any educational grouping of students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
