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ERIC Number: ED141746
Record Type: RIE
Publication Date: 1975-Nov
Reference Count: 0
A Study of Reading Disability in the United States. Final Report.
Isom, John B.
This volume reports on a longitudinal study of reading achievement in a group of children, undertaken to clarify nonneurological bases for reading disability. While other measures of scholastic achievement were obtained, the primary focus was upon reading. Specifically, goals were defined to determine the earliest time at which the long-term pattern of reading achievement can be ascertained, to determine whether neuropsychological testing preceding entrance into kindergarten (or first grade) will define these patterns, and to determine the influence of the child's family origin and background on reading and on other forms of scholastic achievement. Data were collected from a cohort of children drawn from a segment of the National Collaborative Perinatal Study and from subjects of the Oregon Collaborative Study; the data traced subjects academic performance from the first grade through the sixth grade and assessed demographic, familial, and prenatal factors. The two sections of the volume are devoted to biological and neuropsychological data and to socioeconomic and home-environment data. Appendixes describe a collaborative study and provide the vitae of the present study's authors. (KS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Oregon Univ., Portland. Medical School.
Note: Some tables may be marginally legible due to print quality of the original document; This study was prepared by the Health Sciences-Center, School of Medicine, Oregon University