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The Effect of Early Reading Failure on Acquisition of Knowledge Among Students with Learning Disabilities

Vicki E. Snider, who received her doctorate from the University of Wisconsin-Madison, is at: assistant professor in the Department of Special Education at the University of Wisconsin-Eau Claire. Prior to her doctoral studies, she was a special education teacher in the Cedar Rapids, Iowa Public School District for 11 years. She is currently conducting research regarding the effect of prior knowledge on the reading comprehension ability of students with learning disabilities. Address: Vicki E. Snider, Department of Special Education, 243 Allied Health Bldg., University of Wisconsin-Eau Claire, Eau Claire, WI 54701.

Sara G. Tarver

Sara G. Tarver is an associate professor and coordinator of the Learning Disabilities Teacher Certification Program in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. She received her doctorate from the University of Virginia.

Children with learning disabilities who are handicapped in reading cannot decode the printed word quickly and easily. As a result, word recognition processes drain attentional capacity that might otherwise be allocated to comprehension processes. Comprehension is complicated further by a secondary effect of the basic decoding problem—failure to acquire the information and vocabulary that is normally gained through reading experiences. Because of a limited knowledge base, the learning disabled (LD) student may be unable to demonstrate the higher level thinking abilities involved in reading comprehension despite normal intelligence. In this paper, the ramifications of early reading failure are considered within Chall's (1983) five-stage model of reading development.

Journal of Learning Disabilities, Vol. 20, No. 6, 351-356 (1987)
DOI: 10.1177/002221948702000610


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