Reading Expectancy from Disabled Learners

Abstract

This paper examines the common practice of fixing reading expectancy targets for children with learning disabilities, on the basis of I.Q. Logical, theoretical and empirical evidence is adduced to indicate that the practice is open to considerable criticism. Thorough diagnosis ought to lead to valid short range forecasting. The validity of longrange expectancy of disabled readers' response to remediation programmes depends, in part, on questions which research has not yet fully answered.