The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Psychometric Approaches to the Identification of LD: IQ and Achievement Scores Are Not Sufficient
Abstract
Simulated data were used to demonstrate that groups formed by imposing cut-points based on either discrepancy or low-achievement definitions of learning disabilities (LD) are unstable over time. Similar problems were demonstrated in longitudinal data from the Connecticut Longitudinal Study, where 39% of the children designated as having LD in Grade 3 changed group placement with repeated testing in Grade 5. These results show that the practice of subdividing a normal distribution with arbitrary cut-points leads to instability in group membership. Approaches to the identification of children as having LD based solely on individual test scores not linked to specific behavioral criteria lead to invalid decisions about individual children. Low-achievement definitions are not a viable alternative to IQ-discrepancy definitions in the absence of other criteria, such as the traditional exclusions and response to quality intervention. If we accept the premise of multiple classes of low achievers, then we must develop identification systems that are valid and abandon systems whose only merits are their historical precedence and convenience.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Standards for Educational and Psychological Testing.
García, E. J. (2017) · Revista Española de Pedagogía · doi:10.22550/2174-0909.3051 · Cited by 2,217
Cohen, J. (1983) · Applied Psychological Measurement · doi:10.1177/014662168300700301 · Cited by 1,564
Kenny, D. A. (1979) · Medical Entomology and Zoology · Cited by 1,376
Stanovich, K. E., & Siegel, L. S. (1994) · Journal of Educational Psychology · doi:10.1037//0022-0663.86.1.24 · Cited by 1,250
Minority Students in Special and Gifted Education
(2002) · doi:10.17226/10128 · Cited by 1,169
Cohen, P. (1980) · Evaluation and Program Planning · doi:10.1016/0149-7189(80)90009-9 · Cited by 1,112
Assessment of children's intelligence and special abilities
Sattler, J. M. (1982) · Medical Entomology and Zoology · Cited by 786
Evidence That Dyslexia May Represent the Lower Tail of a Normal Distribution of Reading Ability
Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., Fletcher, J. M., & Makuch, R. (1992) · New England Journal of Medicine · doi:10.1056/nejm199201163260301 · Cited by 716
Self-citationBivariate median splits and spurious statistical significance.
Maxwell, S. E., & Delaney, H. D. (1993) · Psychological Bulletin · doi:10.1037//0033-2909.113.1.181 · Cited by 665
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., & Katz, L. (1994) · Journal of Educational Psychology · doi:10.1037//0022-0663.86.1.6 · Cited by 648
Self-citation
Cited by
Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
Hasbrouck, J., & Tindal, G. A. (2006) · The Reading Teacher · doi:10.1598/rt.59.7.3 · Cited by 566
Response to Intervention: Preventing and Remediating Academic Difficulties
Fletcher, J. M., & Vaughn, S. (2009) · Child Development Perspectives · doi:10.1111/j.1750-8606.2008.00072.x · Cited by 527
Self-citationMayes, S. D., & Calhoun, S. L. (2007) · Child Neuropsychology · doi:10.1080/09297040601112773 · Cited by 420
Murphy, M. M., Mazzocco, M. M. M., Hanich, L. B., & Early, M. C. (2007) · Journal of Learning Disabilities · doi:10.1177/00222194070400050901 · Cited by 364
Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.2.394 · Cited by 316
Metadata
- Authors
- Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2005-03
- Volume
- 38
- Issue
- 2
- Pages
- 98-108
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2135258698
- Cited by
- 288
- References
- 37
- FWCI
- 20.11
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Psychometric Approaches to the Identification of LD: IQ and Achievement Scores Are Not Sufficient. https://app.cochat.ai/papers/10.1177/00222194050380020101
- The paper
- Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric Approaches to the Identification of LD: IQ and Achievement Scores Are Not Sufficient. Journal of Learning Disabilities. https://doi.org/10.1177/00222194050380020101
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
