Language-related differences between discrepancy-defined and non-discrepancy-defined poor readers: a longitudinal study of dyslexia in New Zealand

Language‐related differences between discrepancy‐defined and non‐discrepancy‐defined poor readers were examined in a three‐year longitudinal study that began at school entry. The discrepancy‐defined (dyslexic) poor readers (n = 19) were identified in terms of poor reading comprehension and average o...

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Bibliographic Details
Published in:Dyslexia (Chichester, England) England), 2007-02, Vol.13 (1), p.42-66
Main Authors: Tunmer, William E., Chapman, James W.
Format: Article
Language:English
Subjects:
discrepancy-defined poor readers
Dyslexia
Foreign Countries
Language Processing
Listening Comprehension
Longitudinal Studies
Measures (Individuals)
New Zealand
Oral Language
phonological skills
Phonology
Program Effectiveness
Reading Comprehension
Reading Difficulties
Reading Failure
Reading Instruction
reading performance
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Summary:Language‐related differences between discrepancy‐defined and non‐discrepancy‐defined poor readers were examined in a three‐year longitudinal study that began at school entry. The discrepancy‐defined (dyslexic) poor readers (n = 19) were identified in terms of poor reading comprehension and average or above average listening comprehension performance, and the non‐discrepancy‐defined (non‐dyslexic) poor readers (n = 19) in terms of both poor reading and listening comprehension performance. The two poor reader groups and a group of normally developing readers (n = 55) were given several oral language, phonological processing, and reading performance measures at six testing occasions. Results indicated that in addition to expected differences on the oral language measures, the non‐discrepancy‐defined poor readers also showed greater phonological processing deficits than the dyslexic poor readers. The results are discussed in terms of the lack of official recognition of dyslexia in New Zealand, the whole language orientation of classroom reading instruction, and the inadequacy of Reading Recovery for minimizing reading problems. Copyright © 2006 John Wiley & Sons, Ltd.
ISSN:1076-9242
1099-0909
DOI:10.1002/dys.327