This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on…

Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of…

Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the "Alouette" reading test to a normative sample…

Several studies have reported high comorbidity for reading disability (RD) and psychiatric disorders. The aim of this study was to investigate the comorbidity of subthreshold and full psychiatric disorders with RD while comparing subgroups based on age of RD recognition (early vs. late). We analyzed data from 130 children with RD and 82 typically…

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a…

The majority of recent studies conclude that children's private speech development (private speech internalization) is related to and important for mathematical development and disabilities. It is far from clear, however, whether private speech internalization itself plays any causal role in the development of mathematical competence. The main…

In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…

To explore possible reasons for low self-identification rates among undergraduates with learning disabilities (LD), we asked students (38 with LD, 100 without LD) attending two large, public, research-intensive universities to respond to a questionnaire designed to assess stereotypes about individuals with LD and conceptions of ability. Responses…

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…

This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate that the six support systems…

The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also…

Characteristics of 718 students labeled as learning disabled before implementation of Indiana's statewide guidelines were compared with characteristics of 790 students identified after guideline implementation. After implementation, students identified had more severe academic problems and severe ability/achievement discrepancy, though one-third…

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 elementary students with learning disabilities. WISC-III Full Scale, Verbal, and Performance scores were lower than comparable WISC-R scores by one-third to one-half a…

Data from the Connecticut Longitudinal Study were used to compare two definitions of reading disability: a discrepancy-based model and a low reading achievement model. Children (n=415) satisfying each definition in second grade were compared retrospectively in kindergarten and prospectively in fifth guide. Findings suggest more similarities than…

This study reexamines factor analyses from which A. J. Ayres claimed to have identified perceptual-motor factors found in the scores of children with learning disabilities but not normally learning children. The reappraisal finds no support for the claim, and as a result, no support for derived diagnostic procedures or remedial programs.…