Hammill Institute on Disabilities

Erratum: Reconstructing the Paradigm of Learning Disabilities: A Holistic/ConstructivistInterpretationAuthor(s): Betsey GrobeckerSource: Learning Disability Quarterly, Vol. 20, No. 1 (Winter, 1997), p. 12Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1511088 .

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Spekman, N. J., Goldberg, R. J., & Herman, K. L. (1992). Learning disabled children grow up: A search for factors related to success in the young adult years. Learning Disabilities Research & Prac- tice, 7, 161-170.

Thorndike, R.L., Hagen, E.P., & Sattler, J.M. (1986). Guide for administering and scoring, the Stanford-Binet Intelligence Scale: Fourth edition. Chicago: Riverside Publishing.

University of California. (1994). Revised guide- lines for the assessment and accommodation of students with learning disabilities. Santa Barbara: Author; Office of the Senior Vice-President, Aca- demic Affairs.

Vogel, S. A., & Adelman, P. B. (1990). Extrinsic and intrinsic factors in graduation and academic fail- ure among LD college students. Annals of Dyslexia, 40, 119-137.

Vogel, S. A., & Adelman, P. B. (1992). The success of college students with learning disabilities: Factors related to educational attainment. Journal of Learn- ing Disabilities, 25, 430-441.

Vogel, S.A., & Forness, S.R. (1992). Social func- tioning in adults with learning disabilities. School Psy- chology Review, 21, 375-386.

Wechsler, D. (1974). Manual for the Wechsler In- telligence Scale for Children-Revised. San Antonio, TX: The Psychological Corporation.

Wechsler, D. (1981). Manual for the Wechsler Adult Intelligence Scale-Revised. San Antonio, TX: The Psychological Corporation.

Wilczenski, F. (1992). Coming to terms with an identity of "learning disabled" in college. Journal of College Student Psychotherapy, 7, 49-61.

Wilkinson, G.S. (1994). Wide Range Achievement Test-3rd edition. Austin, TX: PRO-ED.

Woodcock, R.W., & Johnson, M.B. (1989). Wood- cock-Johnson Tests of Achievement-Revised. New York: Riverside.

Spekman, N. J., Goldberg, R. J., & Herman, K. L. (1992). Learning disabled children grow up: A search for factors related to success in the young adult years. Learning Disabilities Research & Prac- tice, 7, 161-170.

Thorndike, R.L., Hagen, E.P., & Sattler, J.M. (1986). Guide for administering and scoring, the Stanford-Binet Intelligence Scale: Fourth edition. Chicago: Riverside Publishing.

University of California. (1994). Revised guide- lines for the assessment and accommodation of students with learning disabilities. Santa Barbara: Author; Office of the Senior Vice-President, Aca- demic Affairs.

Vogel, S. A., & Adelman, P. B. (1990). Extrinsic and intrinsic factors in graduation and academic fail- ure among LD college students. Annals of Dyslexia, 40, 119-137.

Vogel, S. A., & Adelman, P. B. (1992). The success of college students with learning disabilities: Factors related to educational attainment. Journal of Learn- ing Disabilities, 25, 430-441.

Vogel, S.A., & Forness, S.R. (1992). Social func- tioning in adults with learning disabilities. School Psy- chology Review, 21, 375-386.

Wechsler, D. (1974). Manual for the Wechsler In- telligence Scale for Children-Revised. San Antonio, TX: The Psychological Corporation.

Wechsler, D. (1981). Manual for the Wechsler Adult Intelligence Scale-Revised. San Antonio, TX: The Psychological Corporation.

Wilczenski, F. (1992). Coming to terms with an identity of "learning disabled" in college. Journal of College Student Psychotherapy, 7, 49-61.

Wilkinson, G.S. (1994). Wide Range Achievement Test-3rd edition. Austin, TX: PRO-ED.

Woodcock, R.W., & Johnson, M.B. (1989). Wood- cock-Johnson Tests of Achievement-Revised. New York: Riverside.

Woodcock, R.W., & Johnson, M.B. (1989). Wood- cock-Johnson Tests of Cognitive Ability-Revised. New York: Riverside.

Wright, L., & Stimmel, T. (1984). Perceptions of parents and self among college students reporting learning disabilities. The Exceptional Child, 31, 203-208.

FOOTNOTES 1 "Self-esteem" and "self-concept" have been de-

fined in a variety of ways in the literature. Some in- vestigators have used these terms to distinguish be- tween cognitive appraisal (self-concept) and affective appraisal (self-esteem), but these distinc- tions are not well maintained. In this article, the terms are used interchangeably to refer to global self-perceptions; that is, how one evaluates or feels about oneself, overall.

2 There are different admission criteria for stu- dents entering the campus as freshmen and those entering as transfer students. All students who have successfully completed two years at a California com- munity college, for example, are normally accepted as transfer students. Students with LD enter through both of these avenues; the impact of different admis- sion procedures on the characteristics of students with LD and their eventual success in the program requires further study.

AUTHOR NOTE Special thanks to Diane Glenn, Claudia Batty, and

the Disabled Students Program at the University of California, Santa Barbara, for their assistance with this project.

Correspondence concerning this article should be addressed to: Merith Cosden, Professor, CCSP, De- partment of Education, University of California, Santa Barbara, CA 93106.

Woodcock, R.W., & Johnson, M.B. (1989). Wood- cock-Johnson Tests of Cognitive Ability-Revised. New York: Riverside.

Wright, L., & Stimmel, T. (1984). Perceptions of parents and self among college students reporting learning disabilities. The Exceptional Child, 31, 203-208.

FOOTNOTES 1 "Self-esteem" and "self-concept" have been de-

fined in a variety of ways in the literature. Some in- vestigators have used these terms to distinguish be- tween cognitive appraisal (self-concept) and affective appraisal (self-esteem), but these distinc- tions are not well maintained. In this article, the terms are used interchangeably to refer to global self-perceptions; that is, how one evaluates or feels about oneself, overall.

2 There are different admission criteria for stu- dents entering the campus as freshmen and those entering as transfer students. All students who have successfully completed two years at a California com- munity college, for example, are normally accepted as transfer students. Students with LD enter through both of these avenues; the impact of different admis- sion procedures on the characteristics of students with LD and their eventual success in the program requires further study.

AUTHOR NOTE Special thanks to Diane Glenn, Claudia Batty, and

the Disabled Students Program at the University of California, Santa Barbara, for their assistance with this project.

Correspondence concerning this article should be addressed to: Merith Cosden, Professor, CCSP, De- partment of Education, University of California, Santa Barbara, CA 93106.

12 Learning Disability Quarterly 12 Learning Disability Quarterly

ERRATUM It has come to my attention that I have inadvertently misspelled the name of a person whose ci-

tations were invaluable to my article entitled "Reconstructing the Paradigm of Learning Disabili- ties: A Holisitic/Constructivist Interpretation" in the Learning Disability Quarterly, 19(3). I want to publicly apologize for any confusion that this may have caused. The corrected citations are:

Siegel, L. S. (1988). Evidence that IQ scores are irrelevant to the definition and analysis of

reading disability. Canadian Journal of Psychology, 42, 201-215.

Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learn-

ing Disabilities, 22, 469-478. - Betsey Grobecker

ERRATUM It has come to my attention that I have inadvertently misspelled the name of a person whose ci-

tations were invaluable to my article entitled "Reconstructing the Paradigm of Learning Disabili- ties: A Holisitic/Constructivist Interpretation" in the Learning Disability Quarterly, 19(3). I want to publicly apologize for any confusion that this may have caused. The corrected citations are:

Siegel, L. S. (1988). Evidence that IQ scores are irrelevant to the definition and analysis of

reading disability. Canadian Journal of Psychology, 42, 201-215.

Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learn-

ing Disabilities, 22, 469-478. - Betsey Grobecker

This content downloaded from 185.44.77.31 on Fri, 13 Jun 2014 11:44:43 AMAll use subject to JSTOR Terms and Conditions