Urban Second Grade Children

Abstract

Physical, neurodevelopmental, psychoeducational, and child history characteristics were analyzed in second-grade, inner-city children identified as good and poor readers. The children were basically healthy with few findings of physical or neurological abnormalities, but there were significant group differences in the prevalence of “soft signs” and in all psychological and educational measures. Good readers showed a relatively even cognitive profile within the normal range of intelligence. On nonverbal cognitive tests, poor readers scored within the low-average intellectual range, although scores on verbal tests were substantially lower. The neurodevelopmental, language, cognitive, and educational profile of the poor readers suggests that, as a group, they are learning disabled. While environmental deprivation may affect their reading achievement in an adverse manner, the assumption that it is the determining factor is not justified. These children require the same identification, evaluation, and follow-up educational services as their more socioeconomically advantaged peers, who are scrutinized for dyslexia or learning disabilities when they show difficulties with beginning reading skills.