Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives

Abstract

According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed.