What is the reason to avoid using the IQ-achievement discrepancy model to identify an English learner who has a learning disability?

What is the reason to avoid using the IQ-achievement discrepancy model to identify an English learner who has a learning disability?

• A. The discrepancy model is administered multiple times to identify an EL who has a learning disability.
• B. The discrepancy model is available only in English, so it is an unreliable indicator of an EL's language skills.
• C. The discrepancy model indicates a substantial difference between scores on a test of intelligence and a test of verbal skills.
• D. The discrepancy model is an established practice, and tests are conducted by a school psychologist rather than a teacher.

Answer: (C)

The main idea here is that language proficiency can distort how we identify learning disabilities. When we use the IQ–achievement discrepancy model, we’re looking for a gap between a student’s general cognitive ability and their academic performance. For an English learner, achievement in reading and writing is heavily influenced by their English language development. If their English isn’t fully developed yet, their achievement scores may be lower even if they don’t have a learning disability. This creates a gap that reflects language proficiency rather than a true cognitive processing problem, leading to misidentification. So, the discrepancy model is avoided for ELs because it can mistake language differences for a disability. The other options don’t capture this core issue. The concern isn’t primarily about how many times the tests are administered, nor is it simply about English-only availability, and it’s not about who administers the tests. The key problem is the confounding effect of language proficiency on achievement scores.

The main idea here is that language proficiency can distort how we identify learning disabilities. When we use the IQ–achievement discrepancy model, we’re looking for a gap between a student’s general cognitive ability and their academic performance. For an English learner, achievement in reading and writing is heavily influenced by their English language development. If their English isn’t fully developed yet, their achievement scores may be lower even if they don’t have a learning disability. This creates a gap that reflects language proficiency rather than a true cognitive processing problem, leading to misidentification. So, the discrepancy model is avoided for ELs because it can mistake language differences for a disability.

The other options don’t capture this core issue. The concern isn’t primarily about how many times the tests are administered, nor is it simply about English-only availability, and it’s not about who administers the tests. The key problem is the confounding effect of language proficiency on achievement scores.