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Direct linkMiao Li; Shuai Zhang; Yuting Liu; Catherine Snow; Huan Zhang; Bing Han – Educational Psychology Review, 2025
Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs),…
Descriptors: Decoding (Reading), Identification, Reading Difficulties, English
Dixon, Chris; Oxley, Emily; Nash, Hannah; Gellert, Anna Steenberg – Journal of Learning Disabilities, 2023
Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading disorder (RD). Dynamic assessment (DA) is an alternative approach that measures learning potential and may be less dependent on learning background. A…
Descriptors: Evaluation Methods, Identification, Reading Difficulties, Literature Reviews
Peer reviewedSawyer, Diane J. – Topics in Language Disorders, 1987
A review of the Decoding Skills Test, used to identify first- through fifth-graders with developmental dyslexia and to provide a profile of decoding skills for researchers of dyslexia, concludes that the test is useful for examining decoding competencies and evaluating the skill deficiencies of students known to have difficulty reading. (CB)
Descriptors: Decoding (Reading), Diagnostic Tests, Dyslexia, Elementary Education
Download full textShore, Jane R.; Sabatini, John – Educational Testing Service, 2009
The issue of identifying reading difficulties and disabilities in English language learners (ELLs) is a complex one. It is an area that draws on the diverse disciplines of first- and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to…
Descriptors: Reading Difficulties, Elementary Secondary Education, Second Language Learning, Language Proficiency
Wise, Barbara W.; Snyder, Lynn – 2001
This paper reviews the literature on the role of judgment and collaboration between clinicians and researchers to identify and instruct students with reading difficulties, particularly reading difficulties based on either underlying core deficits in phonological processing or poor language comprehension. For students with speech-sound based…
Descriptors: Comprehension, Decoding (Reading), Disability Identification, Elementary Secondary Education
Peer reviewedTorgesen, Joseph K.; Wagner, Richard K. – Learning Disabilities Research and Practice, 1998
Summarizes recent studies identifying specific linguistic-cognitive markers for reading disabilities and describes efforts to develop measures of these markers in the areas of phonological awareness, rapid automatic naming, and verbal short-term memory. (Author/DB)
Descriptors: Cognitive Ability, Decoding (Reading), Disability Identification, Dyslexia
Snowling, Margaret J.; Hayiou-Thomas, Marianna E. – Topics in Language Disorders, 2006
D. V. M. Bishop and M. J. Snowling (2004) proposed that 2 dimensions of language are required to conceptualize the relationship between dyslexia and specific language impairment: phonological skills and wider language skills beyond phonology (grammatical, semantic, and pragmatic skills). In this article, we discuss the commonalities between…
Descriptors: Phonology, Language Skills, Environmental Influences, Reading Comprehension
