School of Psychology, University of Cyprus, Greece.
J Learn Disabil. 2009 Nov-Dec;42(6):483-93. doi: 10.1177/0022219409335217. Epub 2009 May 20.
The purpose of the study was to examine whether the Greek translation of the Learning Disability Evaluation Scale (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and Greek Language and to the Reading Ability Test. Scores on LDES from the above randomly selected sample were significantly different from scores on LDES for another sample of 47 students, who were manifesting learning disabilities, indicating that the LDES can distinguish between the two samples. The exploratory factor analysis revealed that the LDES maintains the original factor structure and the reliability values supported its internal consistency. Results and limitations are discussed.
本研究旨在考察学习障碍评估量表（LDES）的希腊语译本是否可用于识别学习障碍。165 名教师为他们的一名 5 至 14 岁的学生完成了 LDES。LDES 与学生的数学和希腊语成绩以及阅读能力测试显著相关。随机抽取的样本的 LDES 分数与另一组 47 名表现出学习障碍的学生的 LDES 分数有显著差异，这表明 LDES 可以区分这两个样本。探索性因素分析显示，LDES 保持了原始的因子结构，可靠性值支持其内部一致性。讨论了结果和局限性。
