Developing and validating the Learning Disabilities Screening Scale in Chinese elementary schools. (2019)

• Record Type: Journal Article
• Authors: Zhang, Shudong; Liu, Junli; Wang, Jane; Xia, Xuenan; Zhang, Lihuan; Liu, Li; Jiang, Ting
• Is Part Of: International journal of educational research. Volume 96(2019)
• Page Start: 91
• Page End: 99
• Publication Date: 2019
• Subjects: Learning disabilities -- Learning Disabilities Screening Scale -- Elementary students -- Construct validity -- Receiver operating characteristic analysis; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2019.06.006
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Based on the DSM-5, the LDSS was established to distinguish students with learning disabilities from typical pupils. LDSS is a teacher rating scale, which consists of 18 items that are evenly divided into six subscales. Empirical evidence indicated that LDSS has potential benefits for research purpose and need to be further explored. Abstract: This study aimed to develop and validate the Learning Disabilities Screening Scale (LDSS) for Chinese elementary students. There were 126 teachers from 63 classes in elementary schools participated in this study to assess 2473 students. Besides, 379 students who were suspected of learning disabilities also participated in this study. Results indicated that the six-factor LDSS had adequate construct validity and criterion-related validity. In addition, the results of the receiver operating characteristic analysis further confirmed its validity in diagnosing students with learning disabilities. This research herein may contribute to an accurate screening of Chinese students with learning disabilities and guiding the formulation of target intervention as well.