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Characteristics of Third-Grade Learning Disabled Children
Joy L. Cullen, Frederic J. Boersma and James W. Chapman
Learning Disability Quarterly
Vol. 4, No. 2 (Spring, 1981), pp. 224-230
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1511007
Page Count: 7
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The "Developmental Test of Visual-Motor Integration", the "Wide Range Achievement Test", and the "Student's Perception of Ability Scale" were administered to 70 learning disabled and 73 normally achieving grade-3 children who had been stratified on full-scale WISC-R IQ scores. WISC-R Verbal-Performance difference, "Wide Range Achievement Test", and "Student's Perception of Ability" scores all differentiated between the two groups, but significant differences were not obtained for visual-motor integration skills. The results are discussed in terms of conducting research with samples matched on IQ and the importance of remedial procedures focusing on verbal, cognitive, and affective development.
Learning Disability Quarterly © 1981 Hammill Institute on Disabilities