Coding processes in skilled and less skilled readers

Haines, Leonard P.; Leong, Che Kan

doi:10.1007/bf02647997

Cited by 5 publications

(1 citation statement)

References 31 publications

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“…knowledge interacting with reading comprehension(Haines & Leong, 1983; Perfetti, 1985) may be the underlying logic. While word knowledge is necessary, reading comprehension and its assessment should be pursued.…”

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The Locus of So-Called IQ Test Results in Reading Disabilities

Leong

1989

J Learn Disabil

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It would appear the question of relevance of IQ in the assessment and remediation of children with RD is not quite the relevant question to ask, if only traditional intelligence tests are the focus. From the psychoeducational point of view of refining diagnosis, and from the administrative perspective of accountability, it would be helpful to accept a threshold of something like an IQ of 85 as the lower bound in defining learning or reading disabilities. A discrepancy from this threshold as derived from regression analysis or other more refined analyses and taking into account varying reliabilities, intercorrelations, and standard errors of measurement of different measuring instruments may constitute a learning or reading disability. How discrepant the aptitude-achievement should be to constitute a "significant" difference is a function of, among other factors, the material and human resources available to any particular school system. Leong (1987) has made suggestions for essentially a two-stage assessment leading to more refined diagnosis with the use of well-standardized group tests and teachers' estimates for the first stage (assessment) and more refined individual tests to diagnose those showing discrepant aptitude-learning performance in the border-zone. The rationale is that all those children requiring special services are so served and those in the uncertainty region must be carefully diagnosed so as to minimize so-called "misfits" in accordance with signal detection principles. It should be noted that the diagnosis of learning or reading disabilities can never be exact, even with the use of reliable and valid test instruments, and the "fuzzy set" approach should apply to the process (Horvath, Kass, & Ferrell, 1980).(ABSTRACT TRUNCATED AT 250 WORDS)

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The Locus of So-Called IQ Test Results in Reading Disabilities

Leong

1989

J Learn Disabil

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A componential approach to understanding reading and its difficulties in preadolescent readers

Leong

1988

Annals of Dyslexia

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The present study is predicated on the logic of interrelated functional information processing components as an approach to understanding reading and its difficulties in preadolescent readers. The structural equation modelling (and its variants) involved these three latent components: (a) orthographic/phonological component, (b) morphological component, and (c) sentence and paragraph comprehension component. These components were subserved by a total of ten measurable tasks, all administered on-line via the microcomputer under laboratory conditions with reaction time measures as indices of mental representation of word knowledge and sentence/paragraph comprehension. The latent dependent component of reading performance was subserved by standardized vocabulary and reading comprehension tests. The total sample consisted of 298 children in grades, 4, 5, and 6. Maximum likelihood analyses using LISREL show that the data in general do not disconfirm the proposed model for grade 4 readers. The three-component model, with some variables set free, provides a reasonable fit for the grade 5 data but less claim could be made about the goodness of fit for grade 6. The results show the mutually reinforcing and mutually facilitating effects of multilevels and multicomponents of reading. Word structure and word knowledge are particularly predictive of reading. The present Phase 1 work would be validated in a follow-up of another cohort of readers and would also lead to the systematic training of some of the components with poor readers.

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Compensation in Reading Disabilities

Lundberg¹,

Leong²

1986

Advances in Psychology

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Coding processes in skilled and less skilled readers

Cited by 5 publications

References 31 publications

The Locus of So-Called IQ Test Results in Reading Disabilities

The Locus of So-Called IQ Test Results in Reading Disabilities

A componential approach to understanding reading and its difficulties in preadolescent readers

Compensation in Reading Disabilities

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