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  • Title: Three-year analysis of characteristics of learning disabled students in self-contained classrooms and resource rooms.
    Author: Wigle SE, White WJ.
    Journal: Percept Mot Skills; 1989 Oct; 69(2):635-41. PubMed ID: 2813012.
    Abstract:
    The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.
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