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Journal of Learning Disabilities
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Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading

An Alternative to the Discrepancy Model of LD

P.G. Aaron

Indiana State University

R. Malatesha Joshi

Texas A&M University

Regina Gooden

St. Thomas University

Kwesi E. Bentum

Bi-County Special Education Cooperative, Sterling, Illinois

Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validity. Study 2 describes the successful outcome of a 7-year CMR-based reading instruction program. Compared to the discrepancy model, the CMR has demonstrated several advantages.

Key Words: component model of reading • discrepancy model of learning disability • cognitive domain • psychological domain • ecological domain • differential diagnosis • word-recognition training • comprehension strategy training

Journal of Learning Disabilities, Vol. 41, No. 1, 67-84 (2008)
DOI: 10.1177/0022219407310838
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This article has been cited by other articles:


Home page
 J Learn DisabilHome page
R. Malatesha Joshi, E. Binks, L. Graham, E. Ocker-Dean, D. L. Smith, and R. Boulware-Gooden
Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?
J Learn Disabil, September 1, 2009; 42(5): 458 - 463.
[Abstract] [PDF]