Wisc Characteristics of Reading Disabled Children Identified by Three Objective Methods

The WISC and Spache Reading Diagnostic Scales were administered to 119 third-grade children. Groups of reading disabled children were selected by three objective methods (Below Grade Level, Bond and Tinker, and the Erickson Z-score Discrepancy). The Below Grade Level and Bond and Tinker methods tended to identify the same children whose IQs and reading achievement scores were below average. The Z-score method identified children with IQs at or above the group average. Comparison of the poor readers with control groups matched for IQ and sex gave only minimal evidence for WISC subtest patterns as characteristic of poor readers.

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Dichotic Listening in Good and Poor Readers

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.2603.341 ◽

1983 ◽

Vol 26 (3) ◽

pp. 341-348 ◽

Cited By ~ 12

Author(s):

Phillip Dermody ◽

Kerrie Mackie ◽

Richard Katsch

Keyword(s):

Auditory Processing ◽

Dichotic Listening ◽

Poor Performance ◽

Poor Readers ◽

Disabled Children ◽

Response Class ◽

The Poor ◽

Significant Difference ◽

Good And Poor Readers ◽

Reading Disabled

Dichotic listening performance using CV pairs was investigated in a group of 30 children, 15 good readers and 15 poor readers, aged 10–13 years. The results indicate that the poor readers did not demonstrate atypical laterality or phonetic processing effects, although there was significant difference in their ability to identify both items on dichotic trials correctly. However, when the same stimuli were presented monotically, there was no difference in the performance of the groups. Additional testing indicated that the poor performance for the double-correct response class was also demonstrated in conditions where the dichotic stimuli were separated by as much as 500 and 1000 msec. These results support previous findings that reading-disabled children exhibit a deficit in their capacity to process two items on dichotic tasks. The implications of these results are discussed in terms of both neurological and auditory processing interpretations, and it is suggested that dichotic tasks are useful for investigating auditory processing problems in reading-disabled children.

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The Impact of Reading Competence on the Ability to Take a Perspective

Journal of Reading Behavior ◽

10.1080/10862967909547303 ◽

1979 ◽

Vol 11 (1) ◽

pp. 21-25 ◽

Cited By ~ 2

Author(s):

Mark Grabe ◽

Walt Prentice

Keyword(s):

Reading Instruction ◽

Reading Ability ◽

Significant Interaction ◽

Poor Readers ◽

Vocabulary Test ◽

Control Groups ◽

Good Readers ◽

Reading Competence ◽

The Poor ◽

The Impact

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

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Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible?

Applied Psycholinguistics ◽

10.1017/s0142716400006512 ◽

1981 ◽

Vol 2 (3) ◽

pp. 201-212 ◽

Cited By ~ 76

Author(s):

Brian Byrne

Keyword(s):

Relative Clause ◽

Grade Level ◽

Poor Readers ◽

Second Grade ◽

Good Readers ◽

The Poor ◽

Memory Code ◽

Normal Subject ◽

Good And Poor Readers

ABSTRACTGroups of good and poor readers at second-grade level were tested for comprehension of adjectival constructions of the John is eager/easy to please types and of center-embedded relative clause constructions. The poor readers were inferior to good readers in understanding O-type adjectives (easy) but not S-type (eager). As well, they were poorer at comprehending embedded sentences, but only when the sentences described improbable events, ones which reversed the normal subject/object roles. When either noun could, on pragmatic grounds, assume either role, both groups fared equally well. The results are interpreted as casting doubt on recent assertions that deficient use of a phonetic memory code underlies the syntactic inferiority often seen in poor readers. A more pervasive linguistic immaturity is suggested as being involved.

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Good and Poor Readers' Recall of Familiar and Unfamiliar Text

Journal of Reading Behavior ◽

10.1080/10862967909547343 ◽

1979 ◽

Vol 11 (4) ◽

pp. 375-380 ◽

Cited By ~ 14

Author(s):

Barbara M. Taylor

Keyword(s):

Prior Knowledge ◽

Grade Level ◽

Fifth Graders ◽

Third Graders ◽

Mean Difference ◽

Poor Readers ◽

Third Grade ◽

Fifth Grade ◽

The Poor ◽

Good And Poor Readers

This study investigated poor readers' use of prior knowledge in reading by comparing good and poor readers' recall of familiar and unfamiliar text. Thirty-one third graders and thirty-one fifth graders, reading on a third grade level, and twenty fifth graders, reading on a fifth grade level, read and orally recalled two third grade expository passages, one on a familiar topic and one on an unfamiliar topic, which were very similar in structure. Both fifth grade groups recalled more than the third graders on the familiar passage. The fifth grade good readers recalled more than the poor readers and third graders on the unfamiliar passage. All groups recalled more on the familiar than unfamiliar passage, but the poor readers' mean difference score between the two passages was greater than the other two groups' mean difference scores. These findings suggest that poor readers' comprehension, in particular, suffers when their use of prior knowledge is restricted, as when reading unfamiliar material. Also, it appears that poor readers can do an adequate job of comprehending if given familiar material to read on an appropriate level.

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Differences in Visuospatial Judgement in Reading-Disabled and Normal Children

Perceptual and Motor Skills ◽

10.2466/pms.1996.82.1.155 ◽

1996 ◽

Vol 82 (1) ◽

pp. 155-177 ◽

Cited By ~ 20

Author(s):

G. F. Eden ◽

J. F. Stein ◽

H. M. Wood ◽

F. B. Wood

Keyword(s):

Reading Disability ◽

Poor Performance ◽

Normal Subjects ◽

Line Orientation ◽

Poor Readers ◽

Common Mechanism ◽

Disabled Children ◽

Normal Children ◽

Orientation Test ◽

Reading Disabled

Both visual and verbal impairments have been reported in two independent streams of research into the etiology of dyslexia or reading-disability. To address the question of the presence of either abnormality in reading-disabled children, visuospatial and phonological ability were assessed and contrasted in 39 Normal and 26 Reading-disabled children. To assess whether these deficits are unique to dyslexia, scores were also compared to those of a group of 12 Poor Readers (“garden-variety” backward readers with low IQs). The Benton Judgement of Line Orientation Test was used for its simplicity and clinical reliability: Reading-disabled subjects performed significantly worse than Normal readers (but similar to Poor Readers). Reading-disabled subjects performed worse for lines in the left-hemifield compared to Normal subjects and also had a greater tendency to scan the task in reverse order (left-to-right) from the usual right-to-left scanning pattern observed in the Normal group when performing this test. When both verbal and visuospatial variables were combined in a multiple regression analysis, 71% of reading variance could be accounted for. These results suggest that Reading-disabled children not only have poor phonological awareness, but they also show visuospatial deficits. However, poor performance on both these tasks was also observed in the group of Poor Readers, suggesting that these deficits are not unique to children with specific reading disability. The results lend further evidence to the hypothesis that reading disability cannot solely be attributed to left-hemisphere dysfunction resulting in phonological impairment. There are other behavioral deficits, possibly caused by a common mechanism, some of which, like visuospatial ability, can be measured by simple behavioral tests such as the Judgement of Line Orientation Test.

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The Z-Score Discrepancy Method for Identifying Reading Disabled Children

Journal of Learning Disabilities ◽

10.1177/002221947500800512 ◽

1975 ◽

Vol 8 (5) ◽

pp. 52-56 ◽

Cited By ~ 15

Author(s):

Marilyn T. Erickson

Keyword(s):

Z Score ◽

Disabled Children ◽

Discrepancy Method ◽

Reading Disabled

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Comparison of Reading and Listening-Reading Techniques for Administration of Sat Reading Comprehension Subtest: Justification for the Bypass Approach

Perceptual and Motor Skills ◽

10.2466/pms.1989.68.3.1015 ◽

1989 ◽

Vol 68 (3) ◽

pp. 1015-1018 ◽

Cited By ~ 6

Author(s):

Warren A. Weinberg ◽

Anne McLean ◽

Robert L. Snider ◽

Jeanne W. Rintelmann ◽

Roger A. Brumback

Keyword(s):

Reading Comprehension ◽

Learning Disabled ◽

Poor Readers ◽

Test Material ◽

Disabled Children ◽

Good Readers ◽

Stanford Achievement Test ◽

The Poor ◽

Improved Performance ◽

And Performance

The Advanced Stanford Achievement Test (SAT) Reading Comprehension subtest was administered to a group of 36 Caucasian learning disabled children (6 girls and 30 boys) in Grades 7 through 9 who were classified by the clinical Lexical Paradigm as either good readers or poor readers. Using the standardized (silent reading) method of administration, these learning disabled children all scored below the normative (50th percentile) level of performance and the poor readers scored substantially lower than good readers. When the child was allowed to listen and read silently, however, while the test material was read aloud, both poor readers and good readers showed significantly improved performance. This improvement which allowed the average of the poor readers to approach the normative level and the good readers to exceed it, supports the argument that a “bypass approach” to education of poor readers which includes listening-reading tasks might greatly enhance their learning and performance in school-related reading tasks.

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Financial Statement Ratio Analysis to Predict Bankruptcy nn Company Registered in BEI - Jakarta (Altman Z-Score Method and Zmijewski)

Hasanuddin Economics and Business Review ◽

10.26487/hebr.v3i3.2188 ◽

2020 ◽

Vol 3 (3) ◽

pp. 122

Author(s):

Andi Silvan

Keyword(s):

Financial Distress ◽

Stock Exchange ◽

Good Condition ◽

Financial Statement ◽

Depth Information ◽

Z Score ◽

Industrial Manufacturing ◽

Financial Difficulties ◽

A Value ◽

Score Method

AbstractThis study takes the topic of predicting corporate bankruptcies. This research dqlam use traditional methods Altman Z-Score and Zmijewski. The purpose of this study was to obtain in-depth information about predicting bankruptcy of companies that are not necessarily directly to bankruptcy, but there is financial distress.Based on the results of research conducted on the four (4) non industrial manufacturing company listed on the Indonesia Stock Exchange (BEI). Obtaining the value z-score represents the average company are in good condition, which means no financial distress. Acquisition value of x-score has a value of less than 0 (zero) which means that the company is in good condition and is predicted not experiencing financial difficulties. This study led to the conclusion that the Altman Z-Score and Zmijewski method can be used to predict corporate bankruptcy. Keywords: Financial Ratios, Bankruptcy, Company.

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