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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.
DOI: 10.2307/1511007
Stable URL: http://www.jstor.org/stable/1511007
Page Count: 7
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Abstract

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.

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