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ERIC Number: EJ796779
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: Author
Reference Count: 78
ISBN: N/A
ISSN: ISSN-0022-2194
Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD
Aaron, P. G.; Joshi, R. Malatesha; Gooden, Regina; Bentum, Kwesi E.
Journal of Learning Disabilities, v41 n1 p67-84 2008
Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validity. Study 2 describes the successful outcome of a 7-year CMR-based reading instruction program. Compared to the discrepancy model, the CMR has demonstrated several advantages. (Contains 6 tables and 2 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Stanford Diagnostic Reading Test; Woodcock Johnson Tests of Achievement; Woodcock Language Proficiency Battery
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED508796