The ‘Stability’ of Identification of Underachieving Readers Over Different Measures of Intelligence and Reading

Abstract

This study assessed the stability of identification of severe underachieving readers as a function of the tests used in the process of identification. The recognition of "stability of identification" over a number of tests would provide evidence to support the notion of severe underachieving readers being a "naturally occurring" group rather than being an artefact of the tests chosen to so identify. Three hundred boys and 278 girls, between the ages of 9 and 11 years, were given tests of non-verbal intelligence and reading. The regression approach, with chronological age and non-verbal intelligence as the predictor variables, was used to calculate 16 residual distributions. Multiple comparisons of the lowest 50 places over each paired combination of the 16 residual distributions offered qualified support for the notion that severe underachieving readers are indeed a "naturally occurring" group, rather than being test specific. 155

Dyslexia: 1965–2005

“…This was used to argue for a separateness between specific reading retardation and the broad continuity in the spread of reading skills in the general population. Something similar was found in two other studies (Dobbins and Tafa, 1992;Stevenson, 1988) but bimodality was not found in several other surveys (see Rispens, 1998). Critics pointed out that the hump could be an artefact deriving from ceiling effects in the tests used (Van der Wissel and Zegers, 1985).…”

Developmental pathways in underachievement

“…To date, little theoretical attention has been paid to issue of whether underachievement is a global (e.g., spanning academic domains) or domain-specific phenomenon. An examination of prior research reveals a split between global measures of underachievement (Lau & Chan, 2001a, 2001bMcCoach & Siegle, 2003;Peterson & Colangelo, 1996;Preckel, Holling, & Vock, 2006) and domain-specific measures in mathematics (Boehnke, 2008;Phillipson, 2008;Phillipson & Tse, 2007;Ziegler & Stoeger, 2010) and reading (Bow, 1988;Carr, Borkowski, & Maxwell, 1991;Dobbins & Tafa, 1991).…”

Σύγκριση Της Αναγνωστικής Ικανότητας Των Μαθητών Δ΄, Ε΄, ΣΤ΄ Τάξεων Του Δημοτικού Σχολείου Ανάλογα Με Την Περιοχή Φοίτησής Τους

“…Υπάρχει μια μερίδα μαθητών που δυσκολεύονται να μάθουν να διαβάζουν. Η πληροφόρηση για τα θέματα της αποτυχίας στην ανάγνωση αποδεικνύει ότι υπάρχουν ποιοτικά διάφορες υποομάδες παιδιών με προβλήματα στην ανάγνωση (Dobbins & Tafa, 1991).…”