This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Oettinger Montani, T. Articles by Smith, L. F. Search for Related Content Social Bookmarking                         What's this?

Differences in Reading Performance Between Students with and without Learning Disabilities Using the Woodcock Diagnostic Reading Battery

Fairleigh Dickinson University

Patricia Frawley

Scotch Plains-Fanwood School District

Lisa F. Smith

Kean University

In this study we investigated differences in reading performance between 30 students in a suburban school district identified as having a learning disability and 30 students without a learning disability matched on the basis of grade and gender. All participants were in the third or fourth grade and were tested using the Woodcock Diagnostic Reading Battery (WDRB). Results indicated that all but three of the 10 subtests of the WDRB produced significant differences between the groups. The three subtests that did not reach significance were Oral Vocabulary, Listening Comprehension, and Memory for Sentences, all of which address oral language rather than letters or symbols. Results are discussed in terms of practical applications of the WDRB with students diagnosed with learning disabilities, as well as with other noncognitive indicators of reading performance.

Assessment for Effective Intervention, Vol. 25, No. 2, 99-110 (2000)
DOI: 10.1177/073724770002500202


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?