Investigating reading disabilities using the rauding diagnostic system.

Abstract

Should a measure of intelligence be replaced by a measure of listening in discrepancy definitions of reading disability? This question was answered using a newly developed diagnostic system, which is based on "rauding" theory and a causal model of reading achievement. In Study 1, diagnostic results were analyzed from 122 students in Grades 3 through 7 who took, via computer, a battery of tests called the computer Assisted Reading Diagnosis (CARD). In Study 2, 44 university students were given the CARD. In Study 3, the CARD was administered to 128 students in reading improvement classes at a suburban community college. From the results, it was concluded that the rauding diagnostic system consistently diagnoses disabilities in listening, decoding, and naming speed when they are theoretically needed to explain accuracy and rate disabilities of children and adults who are poor readers. It was recommended that (a) general intelligence, fluid intelligence, or IQ not be used to measure potential or to diagnose reading disabilities; (b) listening not be used to measure potential; (c) verbal knowledge aptitude, pronunciation aptitude, and cognitive speed aptitude be used to measure potential; and (d) the new rauding diagnostic system replace the system of diagnosing dyslexics, hyperlexics, and garden-variety poor readers.