Growth in Precursor and Reading-Related Skills: Do Low-Achieving and IQ-Discrepant Readers Develop Differently?.

O'Malley, Kimberly J.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M.; Swank, Paul R.

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Peer reviewed

ERIC Number: EJ641077

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

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Growth in Precursor and Reading-Related Skills: Do Low-Achieving and IQ-Discrepant Readers Develop Differently?

O'Malley, Kimberly J.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M.; Swank, Paul R.

Learning Disabilities: Research & Practice, v17 n1 p19-34 Win 2002

Poor readers who met low achievement and IQ-discrepancy definitions of reading disability (n=54) were compared with non-impaired readers (n=325) on development of eight precursor and reading-related skills. Results indicate no evidence for differences between the two groups of poor readers in the development on the eight skills, with three exceptions. (Contains references.) (CR)

Descriptors: Academic Achievement, Classification, Cognitive Development, Disability Identification, Early Identification, Intelligence Differences, Kindergarten, Learning Disabilities, Primary Education, Reading Difficulties, Reading Skills, Student Characteristics

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Grant or Contract Numbers: N/A