GROWTH DEVELOPMENT CHILD
LEARNING DISABILITIES
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Question
[CLICK ON ANY CHOICE TO KNOW THE RIGHT ANSWER]
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Ability and Interactions
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Ability and Intelligence
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Ability and Achievement
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None of the above
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Detailed explanation-1: -If a child’s cognitive ability is much higher than their academic performance, the student is often diagnosed with a learning disability.
Detailed explanation-2: -Difficulty with spelling. Difficulty with written expression (e.g., problems with grammar, punctuation or organization). Difficulty understanding number concepts, number facts or calculation. Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).
Detailed explanation-3: -The IQ-achievement discrepancy model assesses whether there is a significant difference between a student’s scores on a test of general intelligence (e.g., an IQ test such as the WISC-IV) and scores obtained on a test of academic achievement (e.g., the Woodcock-Johnson Achievement Test).
Detailed explanation-4: -(a) A severe discrepancy is defined as a 50 percent or higher probability of a two standard deviation discrepancy between general cognitive ability and achievement in one or more of the areas identified in ARM 10.16. 3019 when adjusted for regression to the population mean.