Differentiating Low Achieving Students and Students with Learning Disabilities

Abstract

While a large body of literature exists regarding the characteristics of students with learning disabilities (LD), there is still confusion and controversy regarding conceptual issues, even as to which variables are most important in defining LD. This study attempted to isolate which cognitive ability and academic achievement variables from the Woodcock-Johnson Psycho-Educational Battery (W-J) (Woodcock & Johnson, 1977) maximally separate students with LD (152) and low achieving (LA) (93) elementary and middle-school-age students. Significant differences were found between the LD and LA students on all but one W.J subtest, and certain academic achievement variables emerged as most critical in separating the two groups. Ability-achievement discrepancy scores (a) differed significantly between the two groups, but not to the extent that some of the academic achievement variables did, and (b) were applied inconsistently in the multidisciplinary team process. Implications for special education practitioners and administrators are discussed.