{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T08:39:09Z","timestamp":1791275949640,"version":"4.1.0"},"reference-count":71,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[1991,3,1]],"date-time":"1991-03-01T00:00:00Z","timestamp":667785600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1991,3]]},"abstract":"<jats:p>Unlike conventional procedures, which use IQ in making diagnostic and eligibility decisions regarding learning disabilities, this demonstration study used listening comprehension and other reading-related tasks to make a differential diagnosis of reading disabilities. Tests of listening and reading comprehension were administered to 180 children from Grades 3 through 8. A regression equation was then derived to predict reading comprehension from listening comprehension. The regression equation was applied to the listening comprehension scores of seven children from Grades 3 to 8 who had reading difficulties, and their reading comprehension was predicted. Based on the discrepancy between their actual reading comprehension and the predicted reading comprehension, their reading difficulty was attributed to one of the following three factors: (a) poor decoding, (b) poor comprehension, or (c) a combination of poor decoding and poor comprehension. The validity of these diagnostic decisions was assessed by testing independently these children's word-decoding skill and reading speed. The results suggest that this diagnostic procedure has potential utility.<\/jats:p>","DOI":"10.1177\/002221949102400306","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"178-186","source":"Crossref","is-referenced-by-count":101,"title":["Can Reading Disabilities Be Diagnosed Without Using Intelligence Tests?"],"prefix":"10.1177","volume":"24","author":[{"given":"P. G.","family":"Aaron","sequence":"first","affiliation":[{"name":"P.G. Aaron received his PhD from the University of Wisconsin and is currently professor of educational and school psychology at Indiana State University. His published works include the recently published book, Dyslexia and Hyperlexia: Diagnosis and Management of Developmental Reading Disabilities. Address: P.G. Aaron, Department of Educational and School Psychology, Indiana State University, Terre Haute, IN 47809."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[1991,3,1]]},"reference":[{"key":"atypb1","unstructured":"1. I thank the anonymous reviewer who pointed out that combining scores from different grades can result in an inflated r. It may be for this reason that the coefficient for the entire group tends to be somewhat higher than it is for some individual grades."},{"key":"atypb2","unstructured":"2. Using limits set off by standard errors is recommended for diagnostic procedures that are based on regression discrepancy methods (see Shepard, 1980). The standard error score is used simply to ensure that the discrepancy seen between the grade mean score and the score obtained by the subject is not due to chance factors or errors of measurement. The degree of discrepancy between the expected score and the achieved score, which leads to decisions regarding labeling and placement, is an administrative decision and not a psychological one."},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1007\/978-94-009-1065-2"},{"key":"atypb4","author":"Aaron, P.G.","journal-title":"Journal of Reading and Writing."},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648247"},{"key":"atypb6","first-page":"31","volume-title":"New methods in reading comprehension","author":"Aaronson, D.","year":"1984"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.1177\/002221948601900901"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1016\/0022-4405(82)90020-6"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.2307\/747143"},{"key":"atypb10","first-page":"119","volume-title":"Persistent problems in reading education","author":"Artley, A.S.","year":"1980"},{"key":"atypb11","doi-asserted-by":"publisher","DOI":"10.3998\/mpub.7194"},{"key":"atypb12","doi-asserted-by":"publisher","DOI":"10.1037\/0003-066X.41.10.1059"},{"key":"atypb13","volume-title":"Pronunciation of synthetic words with predictable and unpredictable letter-sound correspondences (Tech. 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