Abstract
The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with 1. inadequate phonics skills, 2. inadequate word recognition skills, 3. adequate word recognition skills but low reading comprehension scores, and 4. adequate word recognition scores but a slow reading speed.
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