grams for the Mentally Retarded (Heller, Holtzman, & Messick, 1982), and the papers by Messick (1983) and by Resnick and Finn (1983) summarizing its conclusions, deserve the careful consideration of many audiences. Educational researchers and practitioners in general as well as in special education, the agencies that fund (or should fund) research in this field, the test publishing organizations, and many groups of public officials, administrators, and concerned citizens, most certainly will benefit from the wise, thought-provoking, and thorough review of the issues addressed.
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Richard E. Snow (1984) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: