ERIC Number: ED257251
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
The Relationship between Reading Achievement and Information Processing in Subtypes of Learning Disabled Children.
Speece, Deborah; McKinney, James D.
The purposes of this study were to use empirical, multivariate classification techniques to form subtypes of learning disabled readers (N=59) on a select sample of information processing skills and to validate the subtypes on reading achievement subskills. Hierarchical cluster analysis techniques resulted in a six-cluster solution which demonstrated good internal validity. Each of the six subtypes displayed a deficit in speed of recoding but differed from each other on sustained attention, phonetic and semantic encoding, short term memory capacity, and long term memory organization. The subtypes were marginally differentiated by the five reading subtests of the "Woodcock Reading Mastery Test." These results indicated support for the heterogeneity of strengths and weaknesses in cognitive processing for this group of learning disabled readers but suggested caution regarding the role of specific processes in reading failure. (Author/CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984).