Does third grade discrepancy status predict the course of reading development?

Annals of Dyslexia, 2001 by Flowers, Lynn, Meyer, Marianne, Lovato, James, Wood, Frank, Felton, Rebecca

Given our findings and those of other investigators (SpearSwerling & Sternberg, 1994; Berninger & Abbot, 1994; Siegel, 1989, 1998; Lyon, 1995; Wolf & Bowers, 1999), it is our view that the following components should be considered when updating the definition and identification of reading disabilities.

1. IQ-achievement discrepancy criteria should be replaced by criteria stressing age and grade discrepant weaknesses in underlying processing abilities and basic reading skills as the defining characteristics of reading disability.

2. IQ measures should be used only to rule out mental handicap. Although IQ measures may be useful in assessing an individual's overall cognitive strengths and weaknesses, they should not be used to decide whether services are allocated.

3. The "wait to fail" policy engendered by the application of the IQ-achievement discrepancy criteria prevents many children from being identified until third grade, whereas the emphasis should be placed on researchbased identifiers in K through 2.

4. Although emphasis should be on early identification, assessment for higher level problems (vocabulary knowledge, comprehension, reading fluency/speed, orthographic and morphological patterns) at various stages of reading development is also critical.

5. Following a thorough evaluation identifying the nature and extent of the reading disability, a response to remediation criteria using research proven treatment protocols administered over a sufficient amount of time should be instituted. This, in turn, would allow more efficient use of educational personal and more economical allocation of financial resources.

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.

Affington, R. L. (1980). Poor readers don't get to read much in reading groups. Language Arts, 57, 872-876.

Badian, N. A. (1995). Predicting reading ability over the long term: The changing roles of letter naming, phonological awareness and orthographic processing. Annals of Dyslexia, 40,79-96.

Badian, N. A. (1996). Dyslexia: Does it exist: Dyslexia, garden-variety poor reading and the double deficit hypothesis. Poster presented at the Orton Dyslexia Society conference, Boston, MA.

Badian, N. A. (2000) Do pre-school orthographic skills contribute to prediction of reading? In N. A. Badian (ed.), Prediction and prevention of reading failure (pp. 31-56). Baltimore, MD: York Press.

Berninger, V. W., & Abbot, R. D. (1994). Redefining learning disabilities: Moving beyond aptitude-achievement discrepancies in failure to respond to validated treatment protocols. In G. R. Lyon, (ed.), Frames of reference for the assessment of learning disabilities (pp. 163-168). Baltimore, MD: Paul H. Brookes Publishing Co.

Biddle, K. R. (1996). Timing deficits in impaired readers: An investigation of visual naming speed and verbal fluency. Unpublished doctoral dissertation, Tufts University, Boston, MA.

Denckla, M. B., & Rudel, R. G. (1976). Rapid automatized naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.