A Road Map for Understanding Reading Disability and Other Reading Problems: Origins, Prevention, and Intervention

2005 ◽  
pp. 517-573 ◽  
Author(s):  
Louise Spear-Swerling
Keyword(s):  
Reading Disability ◽  
Reading Problems ◽  
Prevention And Intervention ◽  
Road Map

How Much Medical Evaluation for Reading Disability?

PEDIATRICS ◽  
1972 ◽  
Vol 50 (2) ◽  
pp. 338-339
Author(s):  
Russell D. Snyder
Keyword(s):  
Mental Retardation ◽  
School Districts ◽  
Reading Disability ◽  
Reading Problems ◽  
Extensive Experience ◽  
Poor Vision ◽  
Medical Evaluation ◽  
Clinically Significant

After several years of extensive experience in evaluating children with reading problems, I agree with Kenny et al. that medical and neurological evaluations of these children have only a minimal role. Previously unrecognized poor vision, previously unrecognized epilepsy, and previously unrecognized mental retardation are just not found. Also, any teacher or parent can recognize clinically significant hyperactivity. However, the authors have overlooked a very important function of the physician's evaluation. In many parts of this country the children with reading problems are left to the whims of aggressive school districts and rigid programs of remediation.

Reading Disability With Motor Problems May Be an Inherited Subtype

PEDIATRICS ◽  
1988 ◽  
Vol 82 (2) ◽  
pp. 204-210
Author(s):  
Sonya M. Regehr ◽  
Bonnie J. Kaplan
Keyword(s):  
Reading Disability ◽  
Attention Deficit Disorder ◽  
Reading Problems ◽  
Disabled Children ◽  
Family Socioeconomic Status ◽  
Birth Complications ◽  
High Prevalence ◽  
Motor Problems ◽  
Familial Patterns ◽  
Reading Disabled

There is evidence from a number of studies that various forms of reading disability are inherited. The familial patterns of one specific type of reading disability that occurs together with impaired coordination and balance were evaluated. Ten reading-disabled children with these motor problems, ten children with only reading problems, and ten control children without reading disabilities were examined along with their siblings and parents. The control children were matched to the reading-disabled children for age, sex, and family socioeconomic status. A high prevalence of reading and motor problems was found in the relatives of the children with reading disability and motor problems, whereas a high prevalence of only reading problems was found in the relatives of the children with only reading disability. There were no differences among the three groups of children or their siblings on number of pregnancy and birth complications or prevalence of attention deficit disorder. It was concluded that reading disability with motor problems may be an inherited type of reading disability, distinct from reading disability without motor problems, which is also inherited.

Multifactorial Assessment of Reading Disability: Identifying the Best Predictors

1985 ◽  
Vol 60 (3) ◽  
pp. 747-753 ◽  
Author(s):  
Kimberly Kerns ◽  
Sadie N. Decker
Keyword(s):  
Reading Disability ◽  
Processing Speed ◽  
Function Analysis ◽  
Digit Span ◽  
Diagnostic Assessment ◽  
Reading Problems ◽  
Disabled Children ◽  
Total N ◽  
Symbol Processing ◽  
Using Data

A multifactorial diagnostic assessment battery was evaluated using data obtained from 105 reading-disabled children and their matched controls (total N = 210). A stepwise discriminant function analysis selected five nonreading measures from among 16 as the best diagnostic predictors of reading disability. These measures included WISC-R Information and Digit Span, self-reported family histories of reading problems, and tests of symbol-processing speed and letter fluency.

Using Irlen Coloured Lenses for Reading: A Clinical Study

1988 ◽  
Vol 5 (2) ◽  
pp. 7-10 ◽  
Author(s):  
Paul R. Whiting ◽  
Gregory L.W. Robinson
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Clinical Study ◽  
Reading Disability ◽  
Empirical Studies ◽  
Clinical Work ◽  
Reading Problems ◽  
Self Confidence ◽  
Definite Improvement

ABSTRACTSome recent evidence from both clinical and empirical studies has suggested that some cases of reading disability might be helped by the use of Irlen tinted lenses. Clinical work has been carried out in two special education centres, at Sydney CAE and at Hunter Institute of Higher Education. Four hundred and sixty five clients from these centres, all of whom had reading problems, and who had worn Irlen lenses fora minimum of 12 months were surveyed to assess their evaluation of the usefulness of the lenses for a variety of literacy-related difficulties. Ninety three percent indicated a definite improvement in these difficulties. Largest improvements were reported in amount of effort required to read, fluency of reading, concentration, and comprehension. In each factorsurveyed, more than 50% of respondents indicated definite improvements, including handwriting, spelling, tiredness, and self-confidence. Telephone checks with non-respondents indicated that the results are probably reliable for the whole of the population surveyed.

Psycholinguistic Disabilities of Children with Reading Problems

1966 ◽  
Vol 32 (8) ◽  
pp. 533-539 ◽  
Author(s):  
Corrine E. Kass
Keyword(s):  
Reading Disability ◽  
Reading Problems

The purpose of this study was to examine some psycholinguistic correlates of reading disability. The ITPA and some supplementary tests were given to selected nonreaders. These children tended to have problems at the integrational level of psycholinguistic functioning, suggesting difficulty in the skill of reading, rather than in comprehension.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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