Identification of Potential Learning Disorders

Abstract

Consideration is given to the merits of group testing, especially as related to identifying auditory and visual perceptual problems. Group screening is discussed and broadly interpreted to include formal testing, observational procedures, and teacher observation. Screening procedures are approached in the context of epidemiology, early identification, early intervention, and prevention. Limitations and disadvantages of screening are presented, including considerations of reliability, observational and qualitative data, variability of administrative procedures, and information on individual children. Given the limitations, it is concluded that: (1) group assessment procedures are needed to work toward prevention, (2) description of learning characteristics is feasible with group screening instruments, and (3) it is necessary to match learning characteristics of children with instructional methods.

Visual perception of five-year-old Afrikaans-speaking children in Bloemfontein using the Beery VMI-6, DTVP-3 and TVPS-3: A follow up study of their English-speaking counterparts in Bloemfontein

“…In another study by Rens 32 , it was found that South African children in the Eastern Cape Province obtained significantly lower visual-motor integration and visual perceptual scores than the American norms . This might however because they were mostly from very low socio-economic groups, and according to Buktenica 33 , the Beery is sensitive in predicting achievement in socio-economic groups, as reflected by Rens's findings 32 .…”

A Multiphasic Reading Screening Procedure

“…Results of these tests are too often used to make decisions about future instruction, i.e., grouping, instructional programming, and placement. These group readiness tests do not appear adequately sensitive to differentiating and evaluating specific disabilities and providing the information necessary for designing individualized instructional programs in the schools (Buktenica 1971).…”