LibGuides: PED624: Module 3

Module 3 Required Resources

Textbook

Essentials of Specific Learning Disability Identification
Flanagan, D. P. & Alfonso, V. C. (2018) Essentials of specific learning disability identification, Second Edition. Hoboken, New Jersey: Wiley.

In the Flanagan & Alfonso text read the chapters: 
- Chapter 11 -- Dual Discrepancy/Consistency Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods (pp. 329-430) 
  - Chapter 11 provides an overview of the psychological processing areas that are the foundation for academic success. The chapter includes exclusionary factors for Specific Learning Disabilities and focuses on the process of assessment while incorporating the PASS Theory.
- Chapter 14 -- Difference or Disorder: Assessment of SLD with an English Learner (pp. 505-548) 
  - Chapter 14 includes information to assist the reader in understanding the role cultural and linguistic differences play in assessing and addressing learning disabilities. A large population of school-aged children has a language other than English as their primary or first language. In the past, some children have been identified as having learning disabilities when the reason the student had performance challenges were related to cultural and linguistic differences. It is important to understand the contrast between disabilities and differences. Having cultural or linguistic differences is not a disability and should not be identified as such. This chapter explores ways to assess children with cultural and linguistic differences appropriately.

Articles

A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities.
Beaujean, Benson, N. F., McGill, R. J., & Dombrowski, S. C. (2018). A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities. Journal of Intelligence, 6(3), 36–. https://doi.org/10.3390/jintelligence6030036
The Beuajean, Benson, McGill, and Dombrowstik (2018) article explores the origins of the PSW methods for identifying SLD. It highlights the reasons why this process is unsound.
Further Examination of a Critical Assumption Underlying the Dual-Discrepancy/Consistency Approach to Specific Learning Disability Identification
Kranzler, Gilbert, K., Robert, C. R., Floyd, R. G., & Benson, N. F. (2019). Further Examination of a Critical Assumption Underlying the Dual-Discrepancy/Consistency Approach to Specific Learning Disability Identification. School Psychology Review, 48(3), 207–221. https://doi.org/10.17105/SPR-2018-0008.V48-3
The Kranzler, Gilbert, Robert, Floyd, and Benson (2019) article explores the dual-discrepancy/consistency pattern of strength and weaknesses method for SLD assessment with the use of the Cross-Battery Assessment software system.
Differences in Specific Learning Disability Identification With the WJ-IV
Izumi, Burns, M. K., & Frisby, C. L. (2019). Differences in Specific Learning Disability Identification With the Woodcock-Johnson IV. School Psychology, 34(6), 603–611. https://doi.org/10.1037/spq0000336
The Izumi, Burns, and Frisby (2019) article explores the discrepancy model of SLD assessment with the use of the WJ-IV battery.

Videos

Introduction to Woodcock-Johnson® IV (WJ IV)
[NelsonClassroom]. (2020, January 23). Introduction to Woodcock-Johnson® IV (WJ IV) [Video]. YouTube. https://youtu.be/2DrFWAXKGsY
This video below provides information about the WJ-IV ACH assessment battery. The video also includes the WJ-IV COG. You can start the video at 22:59-41:00.
English Language Learners with Learning Disabilities
[Colorin Colorado]. (2014, March 14). English Language Learners with Learning Disabilities [Video]. YouTube. https://youtu.be/xMJKHh1cL5I
This video provides additional information about English Learners with Specific Learning Disability Identification.