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3. Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier vs. Later Identified Students with Learning Disabilities.

Author

Weltner-Brunton, Susan L.

Abstract

The study compared earlier identified (grades 2-4) to later identified (grades 5-8) learning-disabled students' test scores (Woodcock Reading Mastery Tests and Wechsler Intelligence Scale for Children) upon identification and over time in special education. No significant between-group differences were found at identification. Over time (two years), verbal ability decreased, though reading achievement increased for both groups. (Author/DB)

Published
1988

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