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Journal of Learning Disabilities, Vol. 39, No. 6, 482-495 (2006)
DOI: 10.1177/00222194060390060101

The Prevalence of Poor Reading in Dutch Special Elementary Education

Wim H. J. van Bon

Radboud University of Nijmegen, the Netherlands, W.vanBon{at}pwo.ru.nl

Mieke Bouwmans

Radboud University of Nijmegen, the Netherlands

Ivy N. L. D. C. Broeders

The relative frequency of poor readers in Dutch general elementary education (GEE) and special elementary education (SEE) and the characteristics of their reading performance were investigated using a lexical decision procedure. According to the same norms that identified 9% of students as poor readers in GEE, no less than 73% of the students in SEE were classified as poor readers. On average, the GEE poor readers were better readers than those in SEE, but the findings do not point to substantial differences in reading processes between the two reader groups. Hypotheses about the nature of the referral process that may cause this surprisingly strong relation between poor reading ability and SEE placement are advanced.


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