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Urban Second Grade Children

A Profile of Good and Poor Readers

Ruth L. Gottesman is associate professor of pediatics and chief of Psychoeducational Servies at the Children's Evaluation and Rehabilitation Clinic. Rose F. Kennedy Center, Albert Einstein College of Medicine of Yeshiva University. Address: Dr. Ruth Gottesman, Rose F. Kennedy Center, Albert Einstein College of Medicine, Yeshiva University, Bronx, NY 10461.

Lila Croen

Lila G. Croen is preinciple associate in the Department of Community Health and associate director of the Office of Educational Research and Evaluation at Albert Einstein College of Medicine of Yeshiva University.

Laurence Rotkin, PhD

Laurence G. Rotkin is an instructor in the Department of Neuro-science and assistant director of the Scientific Computing Center at the Rose F. Kennedy Center at Albert Einstein College of Medicine at Yeshiba University.

Physical, neurodevelopmental, psychoeducational, and child history characteristics were analyzed in second-grade, inner-city children identified as good and poor readers. The children were basically healthy with few findings of physical or neurological abnormalities, but there were significant group differences in the prevalence of "soft signs" and in all psychological and educational measures. Good readers showed a relatively even cognitive profile within the normal range of intelligence. On nonverbal cognitive tests, poor readers scored within the low-average intellectual range, although scores on verbal tests were substantially lower. The neurodevelopmental, language, cognitive, and educational profile of the poor readers suggests that, as a group, they are learning disabled. While environmental deprivation may affect their reading achievement in an adverse manner, the assumption that it is the determining factor is not justified. These children require the same identification, evaluation, and follow-up educational services as their more socioeconomically advantaged peers, who are scrutinized for dyslexia or learning disabilities when they show difficulties with beginning reading skills.

Journal of Learning Disabilities, Vol. 15, No. 5, 268-272 (1982)
DOI: 10.1177/002221948201500504


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