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Not All Reading Disabilities Are Alike

Department of Educational and School Psychology, Indiana State University

Malatesha Joshi

Oklahoma State University, Stillwater, Oklahoma

Kathryn A. Williams

Langston University, Langston, Oklahoma

In this article, reading disability is defined broadly to refer to below-average achievement in reading comprehension as assessed by a standardized test. With our research we tried to answer the question of whether all children with reading disability share a common etiology of deficient phonology, or constitute heterogeneous groups. The answer to this question was sought in four studies that examined reading disabilities from the perspective of componential skills of reading. In Part 1, the results of the first study are reported. A principal-components analysis of the performance of 139 children from Grades 3, 4, and 6 on reading-related tasks yielded two factors: decoding and comprehension. However, factor analyses conducted for each grade separately indicated that orthographic skill and processing speed could possibly constitute a third component. The orthography-speed factor emerged as a factor only in the 6th grade. Part 2 of this article reports the findings of three studies that analyzed the componential skills profiles of poor readers. It was found that the poor readers constituted heterogeneous groups and that four different types of poor readers could be identified with deficiency in any one of the following skills: (a) decoding only, (b) comprehension only, (c) a combination of decoding and comprehension, and (d) a combination of orthographic processing and reading speed. It was also found that the criteria used in selecting poor readers influenced the distribution of the ratio of the four types of poor readers within any given group.

Journal of Learning Disabilities, Vol. 32, No. 2, 120-137 (1999)
DOI: 10.1177/002221949903200203


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