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.
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
