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Discrepancy Compared to Low Achievement Definitions of Reading DisabilityResults from the Connecticut Longitudinal Study
Bennett A. Shaywitz
Bennett A. Shaywitz, MD, is professor of pediatrics, neurology, and child study at the Yale University School of Medicine and codirector of the Yale Center for the Study of Learning and Attention Disorders. His principal research interests focus on neurobiological influences in learning and attention disorders.
Jack M. Fletcher
Jack M. Fletcher, PhD, is professor of pediatrics and chief of the section of developmental pediatrics at the University of Texas School of Medicine at Houston. He is a diplomate of the American Board of Clinical Neuropsychology. His principal research areas are concerned with the classification of neurobehavioral disorders of childhood and with recovery of function in children with brain injury.
John M. Holahan
John M. Holahan, PhD, is director of data management at the Yale Center for the Study of Learning and Attention Disorders. His research interests include measurement and evaluation, research design and applied statistical analysis, early childhood and music education, and the psychology of music.
Sally E. Shaywitz
Sally E. Shaywitz, MD, is professor of pediatrics and child study at the Yale University School of Medicine and codirector of the Yale Center for the Study of Learning and Attention Disorders. Dr. Shaywitz's major research interests center on epidemiological and longitudinal issues in learning and attention disorders. Address: Bennett A. Shaywitz, MD, Department of Pediatrics, Yale University School of Medicine, PO Box 3333, New Haven, CT 06510--8064.
We used data derived from a survey sample, the Connecticut Longitudinal Study (CLS), to compare two commonly employed definitions of reading disability: a discrepancy-based model (D) and a low reading achievement model (L). We identified children satisfying each definition in second grade and compared the groups retrospectively in kindergarten and prospectively in fifth grade using parent-based, teacher-based, and child-based measures. Our findings suggest more similarities than differences between the reading disabled groups. The most salient differences were those related to ability and seem inherent in the definitions of the groups: Children identified as D have significantly higher verbal, performance, and full scale IQ scores than those identified as L. These findings suggest that both groups of children with reading disability, that is, those defined by either D or L, should be considered eligible for special education services.
Journal of Learning Disabilities, Vol. 25, No. 10,
639-648 (1992)
DOI: 10.1177/002221949202501003
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