Identifying learning disabilities through a cognitive deficit framework: can verbal memory deficits explain...

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Traditional methods for identifying learning disabilities (LD) include aptitude-achievement discrepancy and response to intervention.
• Existing research has profiled cognitive deficits in discrepancy-defined LD students.
• These cognitive profiles can serve as a benchmark for validating LD identification methods.

Purpose of the Study:

• To determine if cognitive processing test scores can accurately allocate students into discrepancy-defined groups.
• To validate the use of cognitive deficits as a benchmark for identifying LD.

Main Methods:

• Discriminant function analysis was used.
• Australian Grade 3 students (N=172) were administered cognitive processing tests.
• The study focused on measures of phonological processing, rapid naming, and verbal memory.

Main Results:

• Cognitive processing tests accurately allocated 77% to 82% of students into LD, low achievement, and regular achievement groups.
• Students identified as low achieving by the discrepancy method also exhibited verbal memory, phonological processing, and rapid naming deficits.
• Cognitive deficits were identified as the cause, rather than the result, of achievement discrepancies.

Conclusions:

• Learning disabilities should be identified directly through cognitive deficits.
• Cognitive processing tests offer a valid and accurate method for LD identification.
• This approach reframes the understanding of LD, emphasizing underlying cognitive factors.