Characteristics of Reading Disability Types in Middle School Students Classified ED

Abstract

Types of reading disabilities (RD) have not yet been investigated in students classified with emotional disturbance (ED). The prevalence of RD and differentiating characteristics were examined in 118 middle school students attending a self-contained school for ED students by defining RDs with reading standard scores <85 on the two clusters of the Woodcock Reading Mastery Test–Revised. Half of the students had no RD, whereas 7.6% had only a deficit in phonological processing, 14.4% only a deficit in reading comprehension, and 28.0% deficits in both reading skills. Race and IQ were found to significantly differentiate the four groups and were therefore used as covariates in subsequent comparisons. In addition to significant differences in reading skills and language services, only one symptom category of psychopathology (attention-deficit hyperactivity disorder) produced a significant difference among the groups as well as only one measure of school functioning for 1 year (grade point average for major subjects). These findings indicate the need for comprehensive neuropsychological testing of students with ED and comorbid RD. The proper balance of academic and behavioral interventions is implied. The results also have implications for such students requiring differing programs of reading and related interventions, as well as differing long-term planning for educational needs.