Chapter 9

Specific Learning Abilities and Strategies

Specific Learning Abilities

Specific learning abilities are: Attention Perception Memory Processes of receiving, associating, and

expressing information

Eligibility for Learning Disabilities

Includes: Gathering information about learning

strategies used by students Consideration of whether appropriate

learning experiences have occurred Determining difficulties are not the result of

environmental, cultural, or economic disadvantage

Issues and Trends Historical approaches not supported by

research: Preferred modality method Deficit remediation method

Newer approaches focus on: Performance problems in basic skills Learning strategies

More Issues and Trends Phonological awareness training supports

Decoding Spelling

Movement away from the use of the discrepancy concept in the identification of students with learning disabilities Responsiveness to Instruction concept

Current Practices

Learning abilities and strategies are a concern to both general and special educators

Major concern with technical qualities of assessment tools

Some states continue to use discrepancy model

Discrepancy systems include Woodcock-Johnson and Wechsler Tests

Sources of Information

School records Observations Individual tests Interviews Teachers Parents

Screening for Sensory Impairments Refractive disorders

Myopia, hyperopia, astigmatism Muscle disorders Restricted peripheral vision Color vision impairments Snellan chart is most often used for vision

screening

Hearing Impairments

Conductive hearing losses responsive to medical treatment

Sensorineural losses caused by damage to inner ear

Screening instrument is audiometer

Screening for Learning Disabilities

Learning Disability Evaluation Scale–Renormed (LDES–R)

Learning Disabilities Diagnostic Inventory (LDDI)

Both use screening questionnaire completed by teachers

Tests of Perception

Evaluate Visual discrimination Figure-ground discrimination Spatial relationships Form perception Auditory discrimination Auditory blending

Tests of Perception Developmental Test of Visual Perception

(2nd ed.) (DTVP–2) Motor-free Visual Perception Test (3rd

ed.) (MVPT–3) Goldman-Fristoe-Woodcock Auditory

Skills Test Battery Goldman-Fristoe-Woodcock Test of

Auditory Discrimination Auditory Discrimination Test

Tests of Motor Skills

Purdue Perceptual-Motor Survey Bruininks-Oseretsky Test of Motor

Proficiency Test of Gross Motor Development (2nd

ed.) (TGMD–2) Developmental Test of Visual-Motor

Integration (4th ed.) VMI Test of Visual Motor Integration (TVMI)

Measures of Memory and Attention Assess short-term recall in the serial

mode Test of Memory and Learning (TOMAL) is

comprehensive Wechsler Memory Scale–Third Edition is

designed for adolescents and adults Observation is the major technique for

assessing attention

Tests for Specific Abilities

Detroit Tests of Learning Aptitude (4th ed.) (DTLA–4) Scores for Linguistic, Attentional, and Motoric

domains Hammill Multiability Intelligence Test (HAMIT)

is shorter version of DTLA–4

Tests for Specific Abilities Wechsler Intelligence Scale for

Children–IV subtests Woodcock-Johnson III Tests of Cognitive

Abilities Kaufmann Assessment Battery for

Children (K-ABC)

Assessment of Learning Strategies Use of ineffective or inefficient learning

strategies

Reliance on informal approaches

Study Skills Counseling Evaluation (SSCE) identify weaknesses in high school and college students

Answering Assessment Questions

Different procedures yield varied results Technical quality should be documented Assessment devices measure the same

skills with different strategies Assessment team must document

specific learning abilities and strategies