ERIC Number: EJ439513
Record Type: Journal
Publication Date: 1991
Reference Count: N/A
Conceptual and Empirical Problems with Discrepancy Definitions of Reading Disability.
Stanovich, Keith E.
Learning Disability Quarterly, v14 n4 p269-80 Fall 1991
This paper argues that using intelligence as an aptitude benchmark in defining reading disability conceals unsupported assumptions about educational potential and makes it difficult to differentiate the cognitive characteristics of dyslexic children from those of other poor readers. The use of a more educationally relevant aptitude measure such as listening comprehension is suggested. (Author/JDD)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A