ارزیابی خواندن و ناتوانی های یادگیری - پژوهش مبتنی بر رویکرد مداخله محور
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|73713||2002||37 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of School Psychology, Volume 40, Issue 1, January–February 2002, Pages 27–63
Assessment practices for children with learning disabilities (LD) in reading are driven by the three primary components of the federal definition of LD: discrepancy, heterogeneity, and exclusion. This article reviews the implications of these three components for the assessment of children with reading disabilities and other forms of LD. We propose a rationale and procedures for more efficient approaches to the identification of children as learning disabled in reading or at-risk for these disabilities that are aligned with research on reading disabilities and other forms of LD. This approach emphasizes the assessment of academic skills and their components in an effort to develop intervention plans. Intelligence tests are not necessary for the identification of children as learning disabled and do not contribute to intervention planning.