When attempting to identify a student with learning disabilities, examiners focus on the discrepancy between what scores?

The focus on the discrepancy between ability and achievement test scores is critical when identifying a student with learning disabilities. This approach is rooted in the understanding that a significant gap between a student’s cognitive potential (as measured by ability tests) and their actual academic performance (as assessed by achievement tests) may indicate a learning disability.

Ability tests are designed to gauge a student's cognitive skills, such as reasoning, problem-solving, and comprehension abilities. On the other hand, achievement tests assess what the student has learned in specific academic areas such as reading, math, and writing. A notable discrepancy between these two types of scores suggests that, although a student may have average or above-average cognitive abilities, they are not performing to their potential in academic settings. This discrepancy helps educators and specialists determine whether the student requires specialized interventions to support their learning needs.

In summary, this assessment model provides a clear and evidence-based criterion for identifying individuals who may need special education services.