Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD
- 1 January 2008
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 41 (1), 67-84
- https://doi.org/10.1177/0022219407310838
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.Keywords
This publication has 40 references indexed in Scilit:
- The Double-Deficit HypothesisJournal of Learning Disabilities, 2006
- Identifying Specific Learning DisabilityJournal of Learning Disabilities, 2005
- Teachers Are Still the TestJournal of Learning Disabilities, 2005
- What Can Neuroimaging Tell Us About the Mind?Current Directions in Psychological Science, 2004
- Late-emerging reading disabilities.Journal of Educational Psychology, 2003
- Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related AbilitiesJournal of Learning Disabilities, 2003
- DOES READING INSTRUCTION IN LEARNING DISABILITY RESOURCE ROOMS REALLY WORK?: A LONGITUDINAL STUDYReading Psychology, 2003
- A new tool for measuring and understanding individual differences in the component processes of reading comprehension.Journal of Educational Psychology, 2001
- THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEXReading Psychology, 2000
- Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and SyntaxPsychological Science, 1995