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Peer reviewed Peer reviewed
ERIC Number: EJ583789
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Reading Disability Defined as a Discrepancy between Listening and Reading Comprehension: A Longitudinal Study of Stability, Gender Differences, and Prevalence.
Badian, Nathlie A.
Journal of Learning Disabilities, v32 n2 p138-48 Mar-Apr 1999
A study that followed 1,008 children from prekindergarten through grade seven or eight for 13 years found that defining reading comprehension disability in terms of a discrepancy between group-administered tests of listening and reading comprehension provided a fairly accurate estimate of the stability, gender ratio, and prevalence of the disorder. (Author/CR)
Descriptors: Classification, Clinical Diagnosis, Disability Identification, Elementary Education, Evaluation Criteria, Incidence, Junior High Schools, Listening Skills, Longitudinal Studies, Middle Schools, Preschool Education, Reading Comprehension, Reading Difficulties, Symptoms (Individual Disorders)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A