메뉴 건너뛰기




Volumn 24, Issue 3-4, 2003, Pages 247-266

Misconceptions about the assessment and diagnosis of reading disability

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0242556486     PISSN: 02702711     EISSN: None     Source Type: Journal    
DOI: 10.1080/02702710390227323     Document Type: Review
Times cited : (7)

References (94)
  • 1
    • 0026129902 scopus 로고
    • Can reading disabilities be diagnosed without using intelligence tests?
    • Aaron, P. G. (1991). Can reading disabilities be diagnosed without using intelligence tests? Journal of Learning Disabilities, 245, 178-186.
    • (1991) Journal of Learning Disabilities , vol.245 , pp. 178-186
    • Aaron, P.G.1
  • 2
    • 0031313633 scopus 로고    scopus 로고
    • The impeding demise of the discrepancy formula
    • Aaron, P. G. (1997). The impeding demise of the discrepancy formula. Review of Educational Research, 67, 461-502.
    • (1997) Review of Educational Research , vol.67 , pp. 461-502
    • Aaron, P.G.1
  • 10
    • 0041028125 scopus 로고
    • The effects of strategy instruction on the literacy models and performance by reading and writing-delayed middle school students
    • K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.). Rochester, NY: National Reading Conference
    • Anderson, V., Chen, C. K., & Henne, R. (1995). The effects of strategy instruction on the literacy models and performance by reading and writing-delayed middle school students. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Forty-fourth yearbook of the National Reading Conference (pp. 180-189). Rochester, NY: National Reading Conference.
    • (1995) Forty-fourth Yearbook of the National Reading Conference , pp. 180-189
    • Anderson, V.1    Chen, C.K.2    Henne, R.3
  • 11
    • 0000814343 scopus 로고
    • Phoneme segmentation training: Effect on reading readiness
    • Ball, E. W., & Blachman, B. A. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208-225.
    • (1988) Annals of Dyslexia , vol.38 , pp. 208-225
    • Ball, E.W.1    Blachman, B.A.2
  • 12
    • 84935638670 scopus 로고
    • Does phoneme segmentation training in kindergarten make a difference in early word recognition and developmental spelling?
    • Ball, E. W., & Blachman, B. A. (1991). Does phoneme segmentation training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
    • (1991) Reading Research Quarterly , vol.26 , pp. 49-66
    • Ball, E.W.1    Blachman, B.A.2
  • 16
    • 0002193261 scopus 로고
    • Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
    • Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
    • (1993) Reading and Writing: An Interdisciplinary Journal , vol.5 , pp. 69-85
    • Bowers, P.G.1    Wolf, M.2
  • 18
    • 85069989923 scopus 로고    scopus 로고
    • Comprehension skill and inference-making ability: Issues of causality
    • C. Hulme & R. M. Joshi (Eds.). Mahwah, NJ: Erlbaum
    • Cain K., & Oakhill, J. (1998). Comprehension skill and inference-making ability: Issues of causality. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 329-342). Mahwah, NJ: Erlbaum.
    • (1998) Reading and Spelling: Development and Disorders , pp. 329-342
    • Cain, K.1    Oakhill, J.2
  • 20
    • 0242430166 scopus 로고    scopus 로고
    • Teaching reading: Accurate decoding and fluency
    • J. R. Birsh (Ed.), Baltimore: Paul H. Brookes
    • Carekker, S. (1999). Teaching reading: Accurate decoding and fluency. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182), Baltimore: Paul H. Brookes.
    • (1999) Multisensory Teaching of Basic Language Skills , pp. 141-182
    • Carekker, S.1
  • 21
    • 21344483927 scopus 로고
    • Speed of word recognition as a distinguishing characteristic of reading disabilities
    • Compton, D. L., & Carlisle, J. F. (1994). Speed of word recognition as a distinguishing characteristic of reading disabilities. Educational Psychology Review, 6, 115-140.
    • (1994) Educational Psychology Review , vol.6 , pp. 115-140
    • Compton, D.L.1    Carlisle, J.F.2
  • 22
    • 84928841754 scopus 로고
    • Experience in reading instruction as the road to teaching reading
    • Corlett, D. (1988). Experience in reading instruction as the road to teaching reading, Reading Improvement, 25, 313-318.
    • (1988) Reading Improvement , vol.25 , pp. 313-318
    • Corlett, D.1
  • 23
    • 0023179955 scopus 로고
    • Evidence for a genetic etiology in reading disability in twins
    • DeFries, J., Fulker, D., & LaBuda, C. (1987). Evidence for a genetic etiology in reading disability in twins. Nature, 329, 537-539.
    • (1987) Nature , vol.329 , pp. 537-539
    • DeFries, J.1    Fulker, D.2    LaBuda, C.3
  • 24
    • 0017231374 scopus 로고
    • Naming of object-drawings by dyslexic and other learning disabled children
    • Denckla, M. B., & Rudel, R. G. (1976a). Naming of object-drawings by dyslexic and other learning disabled children. Brain and Language, 3, 1-15.
    • (1976) Brain and Language , vol.3 , pp. 1-15
    • Denckla, M.B.1    Rudel, R.G.2
  • 25
    • 0017140877 scopus 로고
    • Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities
    • Denckla, M. B., & Rudel, R. G. (1976b). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
    • (1976) Neuropsychologia , vol.14 , pp. 471-479
    • Denckla, M.B.1    Rudel, R.G.2
  • 26
    • 0001353296 scopus 로고
    • Development of the ability to read words
    • R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.). New York: Longman
    • Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 383-417). New York: Longman.
    • (1991) Handbook of Reading Research , vol.2 , pp. 383-417
    • Ehri, L.C.1
  • 27
    • 0003052754 scopus 로고    scopus 로고
    • Learning to read and learning to spell are one and the same, almost
    • C. A. Perfetti, L. Rieben, & M. Fayol (Eds.). Mahwah, NJ: Erlbaum
    • Ehri, L. C. (1997). Learning to read and learning to spell are one and the same, almost. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 237-269). Mahwah, NJ: Erlbaum.
    • (1997) Learning to Spell: Research, Theory, and Practice Across Languages , pp. 237-269
    • Ehri, L.C.1
  • 29
    • 0041040332 scopus 로고
    • Reading for meaning and reading for sound in autistic and dyslexic children
    • Frith, U., & Snowling, M. J. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1, 320-342.
    • (1983) British Journal of Developmental Psychology , vol.1 , pp. 320-342
    • Frith, U.1    Snowling, M.J.2
  • 31
    • 0040278876 scopus 로고
    • Children's word structure knowledge: Implications for decoding and spelling instruction
    • Henry, M. K. (1989). Children's word structure knowledge: Implications for decoding and spelling instruction. Reading and Writing: An Interdisciplinary Journal, 2, 135-152.
    • (1989) Reading and Writing: An Interdisciplinary Journal , vol.2 , pp. 135-152
    • Henry, M.K.1
  • 34
    • 0242513585 scopus 로고    scopus 로고
    • A diagnostic procedure based on reading component model
    • I. Lundberg, F. E. Tonnessen, & I. Austad (Eds.). Dordrecht: Kluwer Academic Publishers
    • Joshi, R. M., (1999). A diagnostic procedure based on reading component model. In I. Lundberg, F. E. Tonnessen, & I. Austad (Eds.), Dyslexia: Advances in theory and practice (pp. 207-219). Dordrecht: Kluwer Academic Publishers.
    • (1999) Dyslexia: Advances in Theory and Practice , pp. 207-219
    • Joshi, R.M.1
  • 35
    • 0002620425 scopus 로고
    • Developmental reading and spelling disabilities: Are these dissociable?
    • R. M. Joshi (Ed.). Boston: Kluwer Academic Publishers
    • Joshi, R. M., & Aaron, P. G. (1991). Developmental reading and spelling disabilities: Are these dissociable? In R. M. Joshi (Ed.), Written language disorders (pp. 1-24.) Boston: Kluwer Academic Publishers
    • (1991) Written Language Disorders , pp. 1-24
    • Joshi, R.M.1    Aaron, P.G.2
  • 36
    • 84937324800 scopus 로고    scopus 로고
    • The component model of reading: Simple view of reading made a little more complex
    • Joshi, R. M. & Aaron, P. G. (2001). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85-97.
    • (2001) Reading Psychology , vol.21 , pp. 85-97
    • Joshi, R.M.1    Aaron, P.G.2
  • 37
    • 84973381106 scopus 로고    scopus 로고
    • Naming speed and word familiarity as confounding factors in decoding
    • Joshi, R. M. & Aaron, P. G. (2002,). Naming speed and word familiarity as confounding factors in decoding. Journal of Research in Reading, 25, 160-171.
    • (2002) Journal of Research in Reading , vol.25 , pp. 160-171
    • Joshi, R.M.1    Aaron, P.G.2
  • 38
    • 0242430057 scopus 로고    scopus 로고
    • Teaching reading through multi-sensory approach in an inner city school
    • Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching reading through multi-sensory approach in an inner city school. Annals of Dyslexia, 53, 235-251
    • (2002) Annals of Dyslexia , vol.53 , pp. 235-251
    • Joshi, R.M.1    Dahlgren, M.2    Boulware-Gooden, R.3
  • 39
    • 85070001792 scopus 로고    scopus 로고
    • Predicting reading comprehension from listening comprehension: Is this the answer to the IQ debate?
    • C. Hulme & R. M. Joshi (Eds.). Mahwah, NJ: Erlbaum
    • Joshi, R. M., Williams, K. A., & Wood, J. (1998). Predicting reading comprehension from listening comprehension: Is this the answer to the IQ debate? In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 319-327). Mahwah, NJ: Erlbaum.
    • (1998) Reading and Spelling: Development and Disorders , pp. 319-327
    • Joshi, R.M.1    Williams, K.A.2    Wood, J.3
  • 43
    • 0242513479 scopus 로고
    • More than scores from tests
    • Ladd, E. M. (1970). More than scores from tests. The Reading Teacher, 24, 305-311.
    • (1970) The Reading Teacher , vol.24 , pp. 305-311
    • Ladd, E.M.1
  • 44
    • 0040785076 scopus 로고
    • Component process analysis: Conclusions and challenges
    • T. H. Carr & B. A. Levy (Eds.). New York: Academic Press
    • Levy, B. A., & Carr, T. H. (1990). Component process analysis: Conclusions and challenges. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills analysis. New York: Academic Press.
    • (1990) Reading and Its Development: Component Skills Analysis
    • Levy, B.A.1    Carr, T.H.2
  • 45
    • 0012733363 scopus 로고
    • Language and literacy: The obligation of the schools of education
    • W. Ellis (Ed.). Baltimore: Orton Dyslexia society
    • Liberman, I. (1988). Language and literacy: The obligation of the schools of education. In W. Ellis (Ed.), Intimacy with language: A forgotten basic in teacher education (pp. 1-9). Baltimore: Orton Dyslexia society.
    • (1988) Intimacy with Language: A Forgotten Basic in Teacher Education , pp. 1-9
    • Liberman, I.1
  • 46
    • 0002204170 scopus 로고
    • Whole language versus code emphasis approaches: Underlying assumptions and their implications for reading instruction
    • Liberman, I. Y., & Liberman, A. M. (1990). Whole language versus code emphasis approaches: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40, 51-78.
    • (1990) Annals of Dyslexia , vol.40 , pp. 51-78
    • Liberman, I.Y.1    Liberman, A.M.2
  • 49
    • 0023805606 scopus 로고
    • Treatment, subtype, and word type effects on dyslexic children's response to remediation
    • Lovett, M. W., Ramsey, M. J., & Barron, R. W. (1988). Treatment, subtype, and word type effects on dyslexic children's response to remediation. Brain and Language, 34, 328-349.
    • (1988) Brain and Language , vol.34 , pp. 328-349
    • Lovett, M.W.1    Ramsey, M.J.2    Barron, R.W.3
  • 54
    • 21844493028 scopus 로고
    • The missing foundation of teacher education: Knowledge of the structure of spoken and written language
    • Moats, L. C. (1994). The missing foundation of teacher education: Knowledge of the structure of spoken and written language, Annals of Dyslexia, 44, 81-101.
    • (1994) Annals of Dyslexia , vol.44 , pp. 81-101
    • Moats, L.C.1
  • 56
    • 0030559314 scopus 로고    scopus 로고
    • Wanted: Teachers with knowledge of language
    • Moats, L. C., & Lyon, G. R. (1996). Wanted: Teachers with knowledge of language. Topics in Language Disorders, 16(2), 73-86.
    • (1996) Topics in Language Disorders , vol.16 , Issue.2 , pp. 73-86
    • Moats, L.C.1    Lyon, G.R.2
  • 57
    • 85070016285 scopus 로고    scopus 로고
    • Phonological awareness: Its nature and its influence over early literacy development
    • C. Hulme & R. M. Joshi (Eds.). Mahwah, NJ: Erlbaum
    • Muter, V. (1998). Phonological awareness: Its nature and its influence over early literacy development. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders, (pp. 113-125). Mahwah, NJ: Erlbaum.
    • (1998) Reading and Spelling: Development and Disorders , pp. 113-125
    • Muter, V.1
  • 60
    • 85069988198 scopus 로고    scopus 로고
    • Individual differences in children's comprehension skill: Toward an integrated model
    • C. Hulme & R. M. Joshi (Eds.). Mahwah, NJ: Erlbaum
    • Oakhill, J., Cain, K., & Yuill, N. (1998). Individual differences in children's comprehension skill: Toward an integrated model. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 343-367). Mahwah, NJ: Erlbaum.
    • (1998) Reading and Spelling: Development and Disorders , pp. 343-367
    • Oakhill, J.1    Cain, K.2    Yuill, N.3
  • 62
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension fostering and monitoring activities
    • Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1, 117-175.
    • (1984) Cognition and Instruction , vol.1 , pp. 117-175
    • Palinscar, A.S.1    Brown, A.L.2
  • 64
  • 65
    • 0012801672 scopus 로고    scopus 로고
    • The 'simple view' of reading: Some evidence and possible implications
    • Savage, R. (2001). The 'simple view' of reading: Some evidence and possible implications. Educational Psychology in Practice, 17, 17-33.
    • (2001) Educational Psychology in Practice , vol.17 , pp. 17-33
    • Savage, R.1
  • 66
    • 0024744510 scopus 로고
    • IQ is irrelevant to the definition of leaning disabilities
    • Siegel, L. (1989). IQ is irrelevant to the definition of leaning disabilities. Journal of Learning Disabilities, 22, 469-479.
    • (1989) Journal of Learning Disabilities , vol.22 , pp. 469-479
    • Siegel, L.1
  • 68
    • 0025105324 scopus 로고
    • Identifying children with specific reading disabilities from listening and reading discrepancy scores
    • Spring, C., & French, L. (1990). Identifying children with specific reading disabilities from listening and reading discrepancy scores. Journal of Learning Disabilities, 23, 53-58.
    • (1990) Journal of Learning Disabilities , vol.23 , pp. 53-58
    • Spring, C.1    French, L.2
  • 70
    • 84935412582 scopus 로고
    • The effects of vocabulary instruction: A model-based meta-analysis
    • Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
    • (1986) Review of Educational Research , vol.56 , pp. 72-110
    • Stahl, S.1    Fairbanks, M.2
  • 71
    • 58149207296 scopus 로고
    • Defining phonological awareness and its relationship to early reading
    • Stahl, S., & Murray, B. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 221-234
    • Stahl, S.1    Murray, B.2
  • 72
    • 84956885215 scopus 로고
    • Matthew Effects in reading: Some consequences of individual differences in the acquisition of literacy
    • Stanovich, K. E. (1984). Matthew Effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
    • (1984) Reading Research Quarterly , vol.21 , pp. 360-407
    • Stanovich, K.E.1
  • 73
    • 84936849467 scopus 로고
    • Discrepancy definitions of reading disability: Has intelligence led us astray?
    • Stanovich, K. E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quarterly, 26, 7-29.
    • (1991) Reading Research Quarterly , vol.26 , pp. 7-29
    • Stanovich, K.E.1
  • 74
    • 0007263130 scopus 로고
    • Problems in the differential diagnosis of reading disabilities
    • R. M Joshi & C. K. Leong (Eds.). Dordrecht, Holland: Kluwer Academic Publishers
    • Stanovich, K. E. (1993). Problems in the differential diagnosis of reading disabilities. In R. M Joshi & C. K. Leong (Eds.), Reading disabilities: Diagnosis and component processes (pp. 3-31). Dordrecht, Holland: Kluwer Academic Publishers.
    • (1993) Reading Disabilities: Diagnosis and Component Processes , pp. 3-31
    • Stanovich, K.E.1
  • 75
  • 77
    • 0242682125 scopus 로고
    • Effect of phoneme awareness instruction on Kindergarten children's invented spelling
    • Tangel, D. M., & Blachman, B. A. (1995). Effect of phoneme awareness instruction on Kindergarten children's invented spelling. Journal of Reading Behavior, 24, 133-161.
    • (1995) Journal of Reading Behavior , vol.24 , pp. 133-161
    • Tangel, D.M.1    Blachman, B.A.2
  • 78
    • 85203733445 scopus 로고
    • Listening and reading processes in college- and middle- school age readers
    • R. Horowitz & S. J. Samuels (Eds.). New York: Academic Press
    • Townsend, D. J., Carrithers, A., & Bever, T. G. (1987). Listening and reading processes in college- and middle- school age readers. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 217-242). New York: Academic Press.
    • (1987) Comprehending Oral and Written Language , pp. 217-242
    • Townsend, D.J.1    Carrithers, A.2    Bever, T.G.3
  • 80
    • 85105642103 scopus 로고    scopus 로고
    • Prevention and remediation of severe reading disabilities: Keeping the end in mind
    • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.
    • (1997) Scientific Studies of Reading , vol.1 , pp. 217-234
    • Torgesen, J.K.1    Wagner, R.K.2    Rashotte, C.A.3
  • 82
    • 0003800609 scopus 로고
    • New York: Cambridge University Press
    • Treiman, R. (1993). Beginning to spell. New York: Cambridge University Press.
    • (1993) Beginning to Spell
    • Treiman, R.1
  • 83
    • 85069982077 scopus 로고    scopus 로고
    • Beginning to spell in English
    • C. Hulme & R. M. Joshi (Eds.). Mahwah, NJ: Erlbaum
    • Treiman, R. (1998). Beginning to spell in English. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 371-393). Mahwah, NJ: Erlbaum.
    • (1998) Reading and Spelling: Development and Disorders , pp. 371-393
    • Treiman, R.1
  • 84
    • 85070003382 scopus 로고    scopus 로고
    • Language prediction skill, phonological recoding ability, and beginning reading
    • Hulme & R. M. Joshi (Eds.). Mahwah, NJ: Erlbaum
    • Tunmer, W. E., & Chapman, J. W. Language prediction skill, phonological recoding ability, and beginning reading. In C. Hulme & R. M. Joshi (Eds.) Reading and spelling: Development and disorders (pp. 33-). Mahwah, NJ: Erlbaum.
    • Reading and Spelling: Development and Disorders , pp. 33
    • Tunmer, W.E.1    Chapman, J.W.2
  • 85
    • 0030373845 scopus 로고    scopus 로고
    • Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability
    • Vellutino, F. R., Scanlon, D. M., Sipay, E., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 601-638
    • Vellutino, F.R.1    Scanlon, D.M.2    Sipay, E.3    Pratt, A.4    Chen, R.5    Denckla, M.B.6
  • 90
    • 84936526749 scopus 로고
    • Naming speed and reading: The contribution of the cognitive neurosciences
    • Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123-141.
    • (1991) Reading Research Quarterly , vol.26 , pp. 123-141
    • Wolf, M.1
  • 91
    • 0024094260 scopus 로고
    • A comparison of listening and reading performance with children in three educational placements
    • Wood, T. A., Buckhalt, J. A., & Tomlin, J. G. (1988). A comparison of listening and reading performance with children in three educational placements. Journal of Learning Disabilities, 8, 493-496.
    • (1988) Journal of Learning Disabilities , vol.8 , pp. 493-496
    • Wood, T.A.1    Buckhalt, J.A.2    Tomlin, J.G.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.