The study was designed to examine the potential of using repeated rate-of-response measures to identify students exhibiting difficulties in arithmetic. Thirty subjects were followed over 2 years. Pearson product-moment correlations were computed to determine the ability of rate-of-response measures to predict achievement in arithmetic. A follow-up evaluation indicated that the predictive accuracy of the rate of response was 97%.
Discrepancies in reading were calculated by comparing actual achievement with expected achievement for 224 black and 78 white educable mentally retarded students in Grades 1 to 12. Means for the total population and for black students and white students showed no statistically significant differences for the two groups.
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