Early Indicators of Learning Disabilities Using the Brigance K and 1 Screen for Kindergarten and First Grade.Report as inadecuate

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The purpose of this study was to determine if there were differences between learning disabled and nonlearning disabled students in skill areas and total scores on the Brigance K & 1 Screen for Kindergarten and First Grade. The study investigated whether students with learning disabilities would show significant weaknesses in language-based skill areas and whether their total skill area scores would be significantly lower than the other students. Results indicated that the students with learning disabilities did have significantly lower total scores, but there were no specific weaknesses in language-based skill areas. The need for early intervention in children with learning disabilities and the definition of learning disabilities are discussed. The problems with early identification of learning disabilities are noted, including the fact that preschool and early elementary-aged children have not had much experience in academic skills, and some tests designed for young children are not good predictors of future achievement and ability. The capability of language tests to accurately assess pre-academic abilities in younger children is highlighted. A review of studies on language ability is presented. Appendices include a review board approval letter, parental consent forms, and the data collection form. (Contains 26 references.) (CR)

Descriptors: Diagnostic Tests, Disability Identification, Early Identification, Educational Diagnosis, Language Impairments, Language Skills, Language Tests, Learning Disabilities, Predictive Validity, Primary Education, Screening Tests, Student Evaluation

Author: Trout, Ann

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12034&id=ED399696

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