Learning Disability Discrepancy Formulas: Their Use in Actual Practice
- 1 May 1983
- journal article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 6 (2) , 107-114
- https://doi.org/10.2307/1510788
Abstract
Commonly accepted definitions of learning disability require the presence of a significant discrepancy between a child's potential and his/her achievement. Eight commonly used “discrepancy” formulas were applied to the IQ and achievement scores of a sample of 92 potentially learning disabled youngsters. Extremely variable results were found depending on the formula used. Implications of these findings for actual practice are suggested.Keywords
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