Current data and literature related to the identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the same teaching tactics. For some LDR subtypes, synthetic phonics instruction was clearly beneficial, where it was contraindicated for others. Children from an LDR subtype that was characterized by severe phonological coding and short-term auditory memory deficits appear to benefit from an instructional sequence using whole word and analytic phonics principles. Implications for instruction and a review of caveats to enhance data interpretation are provided.
Get full access to this article
View all access options for this article.
References
1.
BakerH.J., & LelandB. (1967). Detroit Tests of Learning Aptitude (Rev. 1967). Indianapolis: Bobbs-Merrill.
2.
BeeryK.E., & BuktenicaN.A. (1967). Developmental Test of Visual-Motor Integration. Chicago: Follett.
3.
BentonA.L. (1974). The revised visual retention test.New York: The Psychological Corporation.
4.
BoderE. (1971). Developmental dyslexia: A diagnostic screening procedure based on three characteristic patterns of reading and spelling. In BatemanB. (Ed.), Learning disorders (Vol. 4). Seattle: Special Child Publications.
5.
ChalfantJ., & ScheffelinM. (1969). Central processing dysfunctions in children (NINDS Monograph No. 9).Washington, DC: U.S. Government Printing Office.
6.
CohenA. (1969). Studies in visual perception and reading in disadvantaged children. Journal of Learning Disabilities, 2, 298–303.
DisimoniF. (1978). The Token Test for Children. New York: Teaching Resources.
9.
DoehringD.G., & HoshkoI.M. (1977). Classification of reading problems by the Q-technique of factor analysis. Cortex, 13, 281–282, 294.
10.
DoehringD.G.HoshkoI.M., & Bryans. (1979). Statistical classification of children with reading problems. Journal of Clinical Neuropsychology, 1, 5–16.
11.
DoehringD.G.TritesR.L.PatelP.G., & FiedorowiczC.A.M. (1981). Reading disabilities: The interaction of reading, language, and neuropsychological deficits.New York: Academic Press.
12.
DuffyF.H.DencklaM.B.BartelsP.H., & SandiniG. 1 (1980). Dyslexia: Automated diagnosis by computerized classification of brain electrical activity. Annals of Neurology, 421–428.
13.
DunnL.M., & MarkwardtF.C. (1970). Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service.
14.
FiskJ.L., & RourkeB.P. (1979). Identification of subtypes of learning disabled children at three age levels: A neuropsychological multivariate approach. Journal of Clinical Neuropsychology, 1, 289–310.
15.
GrahamF.K., & KendallB.S. (1960). Memory-For- Designs Test: Revised General Manual. Perceptual and Motor Skills Monograph Supplement, No. 2, 6, 147-188.
16.
JastakJ.F., & JastakS.R. (1978). The Wide Range Achievement Tests (1978 Rev. Ed.). Wilmington, DE: Guidance Associates.
17.
KavaleK. (1985, April). The far side of heterogeneity.Paper presented at the DLD Symposium on LD Subtyping Research. International Conference of The Council for Exceptional Children, Anaheim, CA.
18.
KirkS.A., & ElkinsJ. (1975). Characteristics of children enrolled in child service demonstration centers. Journal of Learning Disabilities, 8, 630–637.
19.
KirkS.A.McCarthyJ., & KirkW.D. (1968). Illinois Test of Psycholinguistic Abilities (Rev. ed.). Urbana: University of Illinois Press.
20.
LarsonS.C. (1976). The learning disabilities specialist: Roles and responsibilities. Journal of Learning Disabilities, 9, 37–47.
21.
LyonG.R. (1983). Subgroups of learning disabled read-ers: Clinical and empirical identification. In H. Mykle- bust (Ed.), Progress in learning disabilities (Vol. 5). New York: Grune & Stratton.
22.
LyonG.R. (1985a). Educational validation of learning disability subtypes. In RourkeB. (Ed.), The neuropsychology of learning disabilities: Essentials of subtype analysis.New York: Guilford Press.
23.
LyonG.R. (1985b). Neuropsychology and learning disa-bilities. Neurology and Neurosurgery Update, 5, 2–8.
24.
LyonG.R.RiettaS.WatsonB.PorchB., & RhodesJ. (1981). Selected linguistic and perceptual abilities of empirically derived subgroups of learning disabled readers. Journal of School Psychology, 19,152-166.
25.
LyonG.R.StewartN., & FreedmanD. (1982). Neuro-psychological characteristics of empirically derived subgroups of learning disabled readers. Journal of Clinical Neuropsychology, 4, 343–365.
26.
LyonG.R., & WatsonB. (1981). Empirically derived subgroups of learning disabled readers: Diagnostic characteristics. Journal of Learning Disabilities, 14, 256-261.
27.
MattisS.FrenchJ.H., & RapinI. (1975). Dyslexia in children and adults: Three independent neuropsycho-logical syndromes. Developmental Medicine and Child Neurology, 17, 150–163.
28.
McKinneyJ.D. (1984). The search for subtypes of specific learning disability. Journal of Learning Disabilities,77,43–50.
29.
McKinneyJ.D., & FeagansL. (1983). Adaptive classroom behavior of learning disabled children. Journal of Learning Disabilities, 16, 360–367.
30.
McKinneyJ.D., & FormanS.G. (1982). Classroom be-havior patterns of EM H, LD and EH students. Journal of School Psychology, 20, 271–189.
31.
PetrauskasR., & RourkeB. (1979). Identification of subgroups of retarded readers: A neuropsychological multivariate approach. Journal of Clinical Neuropsychology, 1, 17–37.
32.
RavenJ.C. (1956). Standard Progressive Matrices. Lon-don: H.K. Lewis.
33.
RourkeB.P. (1978). Reading, spelling, arithmetic dis-abilities: A neuropsychological perspective. In MyklebustH.R. (Ed.), Progress in learning disabilities (Vol.4). New York: Grune & Stratton.
34.
RourkeB.P. (ed.). (1985). Neuropsychology of learning disabilities: Advances in subtype analysis.New York: Guilford Press.
35.
RutterM. (1978). Prevalence and types of dyslexia. In BentonA.L. and PearlD. (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press.
36.
SatzP., & MorrisR. (1981). Learning disability subtypes: A review. In PirozzoloF.J. & WittrockM.C. (Eds.), Neuropsychological and cognitive processes in reading.New York: Academic Press.
37.
SpeeceD.L.McKinneyJ.D., & ApplebaumM.l. (1984). Classification and validation of behavioral subtypes of learning disabled children. Journal of Educational Psychology.
