Affiliation:
1. Carl Spring received his PhD from Stanford University. He is a professor of education at the University of California, Davis campus. His research interests include learning disabilities and discourse comprehension. Address: Carl Spring, Department of Education, University of California, Davis, CA 95616.
2. Lisa French received her MA from the University of California, Davis campus. She is a school psychologist in the Pajaro Valley Unified School District, Watsonville, California.
Abstract
A method of identifying children with specific reading disabilities by identifying discrepancies between their reading and listening comprehension scores was validated with disabled and nondisabled readers in Grades 4, 5, and 6. The method is based on a modification of the reading comprehension subtest of the Peabody Individual Achievement Test (Dunn & Markwardt, 1970). In this modification, even-numbered sentences are read by subjects, and odd-numbered sentences are read by the test administrator as subjects listen. The features of this test that reduce demands on working memory, thereby making it suitable for the detection of a discrepancy between reading and listening comprehension in readers with disabilities, are discussed. A significant group-by-modality interaction was obtained. Children with reading disabilities scored significantly lower on reading than on listening comprehension, while nondisabled readers scored slightly higher, but not significantly so, on reading than on listening comprehension. The appropriateness of this method as a substitute for the traditional method, which is based on the detection of a discrepancy between intelligence and reading and which has recently been proscribed in certain school districts, is discussed. Issues concerning the listening comprehension skills of disabled readers are also discussed.
Subject
General Health Professions,Education,Health(social science)
Cited by
42 articles.
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