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This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be associated with reading disabilities. Standardized, norm-referenced measures of achievement, phonological processing measures, and curriculum-based measures of reading fluency were used with 40 children in Grades 1 and 2. Comparisons were made to determine which measures, if any, differentiated between children referred for reading disabilities (n = 20) and children who were progressing typically in reading in their general education classroom settings (n = 20). The results indicated significant between-group differences on standardized, norm-referenced measures of reading recognition, word attack, and comprehension; phonological measures of blending nonwords and elision; and reading fluency. Teacher ratings on the Dyslexia Screening Instrument were consistent with teacher beliefs regarding children's progress in reading. All measures were found to correlate significantly with each other. However, correlations were generally in the moderate range, suggesting that the measures used did not measure the same reading skills or, in the case of phonological processing, the underlying abilities believed to be necessary for reading. Given the differences in tasks and the moderate correlations, it is likely that the choice of measures may affect the conclusions reached regarding a student's reading ability.<\/jats:p>","DOI":"10.1177\/002221940203500305","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"234-244","source":"Crossref","is-referenced-by-count":23,"title":["A Comparison of Multiple Methods for the Identification of Children with Reading Disabilities"],"prefix":"10.1177","volume":"35","author":[{"given":"Cecilia A.","family":"Sofie","sequence":"first","affiliation":[{"name":"The University of Alabama"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Cynthia A.","family":"Riccio","sequence":"additional","affiliation":[{"name":"University of Georgia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2002,5,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.1995.12085773"},{"key":"atypb2","volume-title":"Reading problems: Consultation and remediation","author":"Aaron, P.G.","year":"1992"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648021"},{"key":"atypb4","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.J.","year":"1990"},{"key":"atypb5","volume-title":"Special programs I: Division of special education services","author":"Alabama State Department of Education.","year":"1993"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1007\/BF02928176"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648153"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1177\/002221949803100505"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.1007\/BF01027481"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.26.1.3"},{"key":"atypb11","first-page":"101","author":"Beck, I.L.","year":"1992","journal-title":"International Reading Association"},{"key":"atypb12","doi-asserted-by":"publisher","DOI":"10.1007\/BF02928178"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.1177\/001440298505200304"},{"key":"atypb14","doi-asserted-by":"publisher","DOI":"10.2307\/746948"},{"key":"atypb15","volume-title":"Phonological skills before and after learning to read","author":"Bradley, L.","year":"1991"},{"key":"atypb16","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648154"},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.26.3.439"},{"key":"atypb18","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.28.5.874"},{"key":"atypb19","first-page":"17","volume":"3","author":"Bursuck, W.D.","year":"1987","journal-title":"Focus"},{"key":"atypb20","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.82.4.805"},{"key":"atypb21","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.83.4.451"},{"key":"atypb22","doi-asserted-by":"publisher","DOI":"10.1007\/BF02663622"},{"key":"atypb23","volume-title":"Building a powerful reading program from research to practice","author":"California State University Institute for Education Reform.","year":"1996"},{"key":"atypb24","doi-asserted-by":"publisher","DOI":"10.1044\/jshd.5403.422"},{"key":"atypb25","doi-asserted-by":"publisher","DOI":"10.1007\/BF02656900"},{"key":"atypb26","doi-asserted-by":"crossref","first-page":"409","DOI":"10.1016\/0022-4405(89)90017-4","volume":"27","author":"Christenson, S.L.","year":"1989","journal-title":"Journal of School Psychology"},{"key":"atypb27","volume-title":"The learning mystique: A critical look at learning disabilities","author":"Coles, G.","year":"1987"},{"key":"atypb28","volume-title":"Dyslexia screening instrument","author":"Coon, K.B.","year":"1994"},{"key":"atypb29","doi-asserted-by":"publisher","DOI":"10.1177\/001440298505200308"},{"key":"atypb30","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.83.2.264"},{"key":"atypb31","doi-asserted-by":"publisher","DOI":"10.1177\/001440298505200303"},{"key":"atypb32","first-page":"41","volume":"20","author":"Deno, S.L.","year":"1987","journal-title":"Teaching Exceptional Children"},{"key":"atypb33","unstructured":"Deno, S.L. 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