Linguistic Profiles of Dyslexic and Good Readers

Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized reading and intelligence scores. Across the three a...

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Bibliographic Details
Published in:Annals of dyslexia 1991-01, Vol.41 (1), p.221-245
Main Authors: Badian, Nathlie A., Duffy, Frank H., Als, Heidelise, McAnulty, Gloria B.
Format: Article
Language:English
Subjects:
Comprehension
Dyslexia
Grade 4
Intelligence
Intelligence quotient
Intermediate Grades
Kindergarten education
Language Acquisition
Learning disabilities
Longitudinal Studies
Memory
Part III: Recent Research Findings
Phonological awareness
Predictive Measurement
Primary Education
Profiles
Reading Ability
Reading Difficulties
Syntax
Verbal Learning
Vocabulary
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Summary:Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized reading and intelligence scores. Across the three ages, reader groups did not differ in language comprehension, but did differ in confrontation and rapid automatized naming (RAN), three syntactic measures, and verbal memory. Group strengths and weaknesses were, with few exceptions apparent in kindergarten and maintained throughout. The kindergarten tasks which most effectively predicted reading group membership at grade 4 were giving letter sounds, and rapid naming; these predicted 4th grade reading group at close to 100 percent accuracy. The study, together with a further comparison of average and high IQ good readers, provides an interesting contrast between the role of RAN and Confrontation naming in reading.
ISSN:0736-9387
1934-7243
DOI:10.1007/BF02648088