Learning disability: fact and fiction.

Abstract

Based on approximately 1,600 referrals of learning disabled, educable mentally impaired, emotionally impaired, other disabled and regular students, 94 empirically derived formulas for assessment of learning disability were used. The most discriminating formula, which included WISC, WRAT and grade level variables, resulted in moderate coefficients. An external validity study supported the original research conclusions. Because of the modest discriminating ability of even the best empirically derived formula, additional defining referents/measures of the learning disability were described.