The misconception of the regression-based discrepancy operationalization in the definition and research of learning disabilities.
In this article, I argue that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. I mathematically demonstrate that the regression-based discrepancy method largely reflects achievement-specific determinants, thereby defeating its own object of describing aptitude-achievement discrepancies. The implications for research examining the role of intelligence in learning disabilities are outlined.
Van den Broeck
Wim
W
Department of Social Sciences, University of Leiden, The Netherlands. broeck@fsw.leidenuniv.nl
D001077:Aptitude Tests; D002648:Child; D003937:Diagnosis, Differential; D004522:Educational Status; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000145:classification*; D015233:Models, Statistical; D015203:Reproducibility of Results; D009626:Terminology as Topic