Issues in the Assessment of Language and Reading Disorders in Learning Disabled Children

Abstract

The procedures currently used in the identification of children with specific learning disabilities rely heavily on the measurement of a discrepancy between expected potential and actual achievement. The accurate assessment of language and reading disorders is extremely important to the overall identification process. This paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy. These issues are: the overall adequacy of available assessment instruments, the appropriateness of available instruments for use with specific groups of youngsters, and the interpretation and utilization of assessment data in the decision-making process. Specific emphasis is placed on the assessment of language and reading disorders in the culturally different learning disabled population.