The Z-Score Discrepancy Method for Identifying Reading Disabled Children

Erickson, Marilyn T.
May 1975
Journal of Learning Disabilities;May1975, Vol. 8 Issue 5
Academic Journal
Suggests that the Z-score method for identifying reading disabled children selects more accurately children who are achieving at a level considerably below their potential. Similarities between the Years Below method and the Bond and Tinker method of identifying reading disabled students; Role of the level of skill development in identifying children with reading disability.


Related Articles

  • Characteristics of Familial and Nonfamilial Disabled Readers. Rugel, Robert P.; Mitchell, Annette // Journal of Learning Disabilities;May1977, Vol. 10 Issue 5 

    Describes the characteristics of familial and nonfamilial disabled readers. Definition of subgroups of learning disabled children; Vigilance performance; Skin conductance level; Behavioral ratings categorized according to family history of reading problems.

  • programs, materials and techniques. Brown, Virginia // Journal of Learning Disabilities;Dec1975, Vol. 8 Issue 10 

    Presents an overview of programs, materials and techniques designed to assist reading and learning disabled children. Comparison of the Reading Miscue Inventory with the Durrell Analysis of Reading Difficulty; Role of the teacher in reading instruction; Review of a program by Hatten & Hatten...

  • A First-Grade Intervention Program for Children at Risk for Reading Failure. White, Margaret // Journal of Learning Disabilities;Apr1979, Vol. 12 Issue 4, p231 

    Describes the implementation of an intervention program for children identified with reading disabilities in Western Australia. Influence of sensory-integrative therapy on reading disabled children; Comparisons between the control and the experimental groups.

  • Compensatory Training for Disabled Readers: Implementing and Refining. Fisher, Dennis F. // Journal of Learning Disabilities;Oct1981, Vol. 14 Issue 8 

    Describes a compensatory training program for reading disabled children. Compensation of dysfunctional peripheral retinal processes; Enhancement of left-to-right sequencing; Optimization of sight word skills; Stages in the development of the program.

  • Dealing with the Reading Needs of the Learning Disabled Child. Rosner, Stanley L.; Abrams, Jules C.; Daniels, Paul R.; Schiffman, Gilbert B. // Journal of Learning Disabilities;Oct1981, Vol. 14 Issue 8 

    Studies the reading needs of learning disabled children in the United States. Legislation aimed at addressing the reading disabilities of children; Communication and cooperation among various disciplines concerned with severe reading disabled children; Issues of etiology, diagnosis and...

  • The Influence of an Orienting Task on the Memory Performance of Children with Reading Problems. Torgesen, Joseph K.; Murphy, Harry A.; Ivey, Charles // Journal of Learning Disabilities;Jun/Jul1979, Vol. 12 Issue 6, p43 

    Studies the memory performance of reading disabled and normal children under conditions that more accurately controlled processing of the material to be remembered. Relationship between the strength of the memory trace and the depth to which the material to be remembered is processed;...

  • The persistence of rapid naming problems in children with reading disabilities: A nine-year... Korhonen, Tapio T. // Journal of Learning Disabilities;Apr1995, Vol. 28 Issue 4, p232 

    Follows nine children with reading disabilities and specific difficulties in rapid serial naming from the age of nine to the age of 18. Group taken from earlier study sample of 83 third-grade children with learning disabilities; Administration of tests; Initial and follow-up studies.

  • Early intervention for reading disabilities: Teaching the alphabet principle in a connectionist... Berninger; Abbott, Virginia W. // Journal of Learning Disabilities;Nov/Dec1999, Vol. 32 Issue 6, p491 

    Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The...

  • Empirically Derived Learning Disability Subtypes: A Replication Attempt and Longitudinal Patterns Over 15 Years. Spreen, Otfried; Haaf, Robert G. // Journal of Learning Disabilities;Mar1986, Vol. 19 Issue 3 

    Describes an attempt to replicate empirically derived learning disability (LD) subtypes in two groups of children with a mean age of ten years. Identification of LD subtypes; Investigation on the persistence of subtypes into adulthood; Evidence of reading impairment in LD subjects.


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics