Literaturnachweis - Detailanzeige
| Autor/inn/en | Aaron, P. G.; Joshi, R. Malatesha; Gooden, Regina; Bentum, Kwesi E. |
|---|---|
| Titel | Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD |
| Quelle | In: Journal of Learning Disabilities, 41 (2008) 1, S.67-84 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| DOI | 10.1177/0022219407310838 |
| Schlagwörter | Reading Difficulties; Reading Instruction; Disability Identification; Learning Disabilities; Models; Elementary School Students; Instructional Effectiveness; Word Recognition; Reading Comprehension; Gates MacGinitie Reading Tests; Stanford Diagnostic Reading Test; Woodcock Johnson Tests of Achievement; Woodcock Language Proficiency Battery |
| Abstract | 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. (Contains 6 tables and 2 figures.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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