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Learning disability (LD) identification methods, the concordance/discordance model (C/DM) and Cross Battery Assessment (XBA) approach, showed poor agreement and did not predict reading intervention response in 4th graders.

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Area of Science:

  • Educational Psychology
  • Learning Disabilities Research
  • Psychoeducational Assessment

Background:

  • Processing Strengths and Weaknesses (PSW) approaches are used for learning disability (LD) identification.
  • Previous empirical studies have not examined if LD identification decisions from PSW approaches predict treatment response.

Purpose of the Study:

  • To investigate the consistency between the concordance/discordance model (C/DM) and the Cross Battery Assessment (XBA) method for LD identification.
  • To determine if LD identification via C/DM and XBA predicts reading intervention response beyond pretest reading performance.

Main Methods:

  • Administered psychoeducational assessments to 203 4th graders with low reading comprehension.
  • Identified students meeting LD criteria using C/DM and XBA methods.
  • Investigated agreement between identification methods and association between LD status and reading intervention response.

Main Results:

  • The C/DM and XBA methods demonstrated poor agreement (κ = -.10) in identifying LD.
  • No significant differences in posttest reading performance were found between students identified as LD and those not identified, with small effect sizes.

Conclusions:

  • LD status determined by C/DM and XBA was not associated with differential response to intensive reading intervention.
  • These cognitive assessment methods, used in this manner, do not provide educationally meaningful information for predicting intervention outcomes in LD identification.