Date of Award


Degree Type


Degree Name

Master of Arts in Psychology



First Advisor

Allan Berman


201 WISC-R protocols from four differentially classified groups of 8-11 year old elementary school children were examined to assess the utility and validity of the LDI (Lawson & Inglis, 1984), as an assessment tool in identifying learning disabled (LD) children. Findings are discussed in terms of how the LDI discriminates among these differentially defined groups of children and its ability to correctly identify the LD population. Results show that the LDI has somewhat limited utility in these capacities, since it was not able to completely discriminate among all the groups, and correctly identified only a small portion of the (known) learning disabled sample.



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