Retrospective analyses of the reading development of grade 4 students with reading disabilities: risk status and profiles over 5 years     

Lipka O  Lesaux NK  Siegel LS 《Journal of learning disabilities》2006,39(4):364-378

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades.  相似文献   

Let the Emperor retain his underclothes     

Morag Stuart 《Journal of Research in Reading》1998,21(3):189-194

Scholes (1998) offers a caricature of the definition of reading, which he suggests underlies much recent psychological research. In this response, I attempt to set out a multi-dimensional view of reading, derived from the same psychological research, which encompasses both printed word recognition skills and comprehension of written texts, and elucidates some of the relationships within and between these separable dimensions. In conclusion, I rebut Scholes’ assertion that no study has ever demonstrated a link between phonological awareness and reading comprehension.  相似文献