Comparisons of cutoff and regression-based definitions of reading disabilities.

J. M. Fletcher, K. A. Espy, D. J. Francis, K. C. Davidson, B. P. Rourke, S. E. Shaywitz

Research output: Contribution to journalArticle

61 Scopus citations

Abstract

This study addressed the issue of specificity in reading disability by comparing two approaches to defining and selecting children with reading disabilities. One approach defined reading disability according to cutoff scores representing appropriate levels of intelligence and reading deficiency, whereas the other approach adjusted these scores for their intercorrelation through regression procedures. Results revealed clear differences in which children were identified as reading disabled according to the two definitions. However, differences in neuropsychological performance between children whose reading scores were discrepant or not discrepant with IQ were small and nonspecific for both definitions. The results of this study show that children identified as reading disabled vary according to the definition employed; at this point, there is little evidence suggesting any specificity of reading disability according to definition.

Original languageEnglish (US)
Pages (from-to)334-338, 355
JournalJournal of learning disabilities
Volume22
Issue number6
DOIs
StatePublished - 1989

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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    Fletcher, J. M., Espy, K. A., Francis, D. J., Davidson, K. C., Rourke, B. P., & Shaywitz, S. E. (1989). Comparisons of cutoff and regression-based definitions of reading disabilities. Journal of learning disabilities, 22(6), 334-338, 355. https://doi.org/10.1177/002221948902200603