| Abstract: | Examined the validity of distinguishing children with reading disabilities according to discrepancy and low-achievement definitions by obtaining 4 assessments of expected reading achievement and 2 assessments of actual reading achievement for 199 children (aged 7.5–9.5 yrs). These assessments were used to subdivide the sample into discrepancy and low-achievement definitional groups who were compared on 9 cognitive variables related to reading proficiency. Results did not support the validity of discrepancy vs low achievement definitions. Although differences between Ss with impaired reading and Ss without impaired reading were large, differences between Ss with impaired reading who met IQ-based discrepancy definitions and those who met low reading achievement definitions were small or not significant. Measures of phonological awareness were robust indicators of differences between Ss with impaired reading and Ss without impaired reading regardless of how reading disability was defined. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
