The effects of language background and socio-economic status on screening procedures: for the early identification of learning problems
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SUMMARY AND DISCUSSION
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accuracy expected accuracy rate Actual Placement Special area of difficulty average born in Canada copy forms correctly classified correlation decision theory dependent variables Developmental Program discriminant analysis Draw-A-Person I.Q. Draw-A-Person test E.I.D.P. assessment variables E.I.D.P. instruments E.I.D.P. measures E.I.D.P. Prediction E.I.D.P. variables early identification procedures early identification program Education or Grade English not lst expected by chance false alarms follow-up Goodenough Identification and Developmental identification of learning identified unnecessarily identifying at risk intervention Kindergarten language groups Learning Disabilities learning problems lst Language no-parent families Number of Students parents Perceptual Forms test Placement Special Education predict W.R.A.T. scores prediction accuracy PREDICTION OF GRADE PREDICTIONS Actual Placement predictive validity predictors psychologist interview Range Achievement Test regression analysis risk at risk selected socio-economic status Special Education Grade student's background students accurately predicted TABLE teacher ratings Teacher-Psychologist Interview Toronto Early Identification Toronto school variance accounted Wide Range Achievement