Factors in Reading Achievement

Abstract

One hundred children who had been referred to an interdisciplinary learning disabilities group were described on the bases of physical and neuropsychological status, intelligence, level of reading and school achievement, and family background. Through the joint efforts of representatives from the departments of Pediatrics, Child Neurology, Neuropsychology, Ophthalmology, the Children's Learning Center, the University Reading and Study Skills Center, Occupational Therapy, Special Education Hospital Teaching Unit, and the Visual Sciences Laboratory, a wide variety of evaluation procedures were completed on each child. Analyses of the data described the total group and compared the subgroups within the sample. Several factors were found to distinguish significantly between subgroups.

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