The Concept of Specific Reading Retardation

Rutter, Michael; Yule, William

doi:10.1111/j.1469-7610.1975.tb01269.x

Cited by 528 publications

(397 citation statements)

References 19 publications

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“…In other words, our findings confirm more recent research showing no sharp delineation between SWRD and non‐SWRD readers (Shaywitz 1998). This was in contrast to Rutter and Yule (1975) who found ‘a hump’ in the group with unexpectedly poor word reading leading them to suggest there could be a bimodal distribution.…”

Section: Discussioncontrasting

confidence: 93%

“…Thus, SWRD gender boy : girl ratio was 3.6:1, in line with the findings from Rutter and Yule (1975) of a 3.3:1 boy : girl ratio.…”

Section: Discussionsupporting

confidence: 90%

“…Plotting the residuals from this regression gives a distribution showing where the actual word reading score deviates substantially from that predicted by GCA (Figure 1). We followed the method of Rutter and Yule (1975) that used a cutoff of minus 2 SDs on these residual scores to define a group with severe word reading disability. They argued that this method is the only satisfactory means of taking into account regression to the mean effect when assessing under (or over) achievement.…”

Section: Methodsmentioning

confidence: 99%

“…Therefore, we chose to examine the association between wider behavioural difficulties and specific reading problems that were not synonymous with intellectual disability. Also, in using the discrepancy criteria, direct comparison was possible with a similarly large, albeit much earlier, epidemiological study of British children's reading difficulties (Rutter & Yule, 1975). …”

Section: Introductionmentioning

confidence: 99%

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Behavioural Difficulties That Co‐occur With Specific Word Reading Difficulties: A UK Population‐ Based Cohort Study

et al. 2015

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This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7 years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11 years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population‐based sample of children (n = 12 631) was conducted using linear regression models.There were 284 children (2.2%) identified with SWRD at age 7 years. Children with SWRD had significantly higher scores on all measures of behavioural difficulties in unadjusted analysis. SWRD was associated with elevated behavioural difficulties at age 11 years according to parent report, and with greater emotional problems, hyperactivity and conduct issues according to teachers, even after having controlled for baseline difficulties. These results were replicated for children with low reading attainment, but no cognitive ability discrepancy. Categories of special educational need into which children with SWRD were classed at school were varied.Given high rates of co‐occurring behavioural difficulties, assessment that identifies each individual child's specific functional, rather than categorical, difficulties is likely to be the most effective way of providing classroom support. © 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd.

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Section: Discussioncontrasting

confidence: 93%

“…Thus, SWRD gender boy : girl ratio was 3.6:1, in line with the findings from Rutter and Yule (1975) of a 3.3:1 boy : girl ratio.…”

Section: Discussionsupporting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Behavioural Difficulties That Co‐occur With Specific Word Reading Difficulties: A UK Population‐ Based Cohort Study

et al. 2015

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“…The concept of specific reading impairment has been accepted since the 1970s. 22 Most patients with literacy problems are actually of average IQ and they try and conceal their literacy deficits using other cognitive abilities. 23 Doctors have been shown to significantly overestimate the literacy ability of their patients.…”

Section: Declaration Of Interest Nonementioning

confidence: 99%

Information and readability issues for psychiatric patients: e-learning for users

2010

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Aims and methodThe level of reading ability required to understand written information about key mental health issues designed for service users is examined. Information was taken from four reputable internet sources and analysed for readability. The relevant literature in relation to psychiatric patients and literacy is reviewed and potential solutions are proposed.ResultsA considerable proportion of the available information has a reading age at or above 14 years. Some organisations appear better than others in providing information at a more appropriate level of reading ability.Clinical implicationsWritten information aimed at users of psychiatric services may not take into account that they are more likely to have impaired reading ability, even though they might not have an identified intellectual disability. Professionals who develop written materials can use tools in word processing software to assist with the appropriate development of these materials. Information technology could in the future provide information directed at users of psychiatric services that does not rely so heavily on written material.

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