This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Scott, M. S. Articles by Sanchez, M. Search for Related Content Social Bookmarking                   What's this?

New Screening Tests to Identify Young Children at Risk for Mild Learning Problems

University of Miami, mscott{at}child.psy.miami.edu

Kathryn L. Fletcher

University of Miami

Beda Jean-Francois

University of Miami

Richard C. Urbano

University of Miami

Mercedes Sanchez

University of Miami

Each of 34 prekindergarten and 39 kindergarten children with mild learning problems, those with mild mental retardation or learning disabilities, was matched with a child without learning problems on the basis of age, gender, and race/ethnicity. All children were presented the same cognitive screening test, which consisted of eight tasks. For the prekindergarten group, 91% of the children with learning problems and 91% of those without problems were accurately classified using a subset of five tasks. Two of these were identification tasks, where the children had only to point to choices provided; the other three tasks required children to generate verbal responses. For the kindergarten sample, the highest level of classification accuracy achieved for the children with mild learning problems was 87% and for the children without learning problems, 77%. These levels were also based on a subset of five tasks, but this subset consisted of four identification tasks and one generating task. Levels of classification accuracy were higher for the children classified as having mild mental retardation than for the group classified as having learning disabilities. Females had slightly higher scores than males on the kindergarten test, and the White/non-Hispanic group had higher scores than the other ethnic/racial groups on the prekindergarten test.

Journal of Psychoeducational Assessment, Vol. 16, No. 4, 302-314 (1998)
DOI: 10.1177/073428299801600402


CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				T. L. Stanton-Chapman, D. A. Chapman, and K. G. Scott Identification of Early Risk Factors for Learning Disabilities Journal of Early Intervention, January 1, 2001; 24(3): 193 - 206. [Abstract] [PDF]