›› 2009, Vol. 17 ›› Issue (02): 299-307.
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BAI Li-Ru
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Abstract: In dyslexic assessment research studies, the IQ-Achievement Discrepancy Model is much favored and widely used for its easy operation since it came into being. However, more and more studies have revealed that there exist a number of theoretical and practical problems by adopting the Discrepancy-Model in dyslexic assessment. Therefore, the Component Model of Reading Disability, based on the Simple View of Reading, intervention-oriented and easily-handled, was put forward in order to avoid some of the disadvantages raised by using the Discrepancy-Model. Nowadays, in Chinese dyslexic assessment and subtypes diagnosis, the Discrepancy-Model has also been found out to have some major problems in operation, causing different results of assessment and subtypes diagnosis as well as various diagnostic solutions. This would require replacing the Discrepancy-Model with the Component Model, which identifies the sources of different children’s reading problems and tailors instructional strategies to fit specific weaknesses. Thus, Chinese dyslexic assessment and subtypes diagnosis can free from the current confusing situation to march onto a more scientific and more standardized research field. Empirical studies in Chinese dyslexic research field have proved that the Chinese reading process is also a product of at least two potential components—decoding and comprehension, and weakness in one of these components or in both of them could therefore results in three types of poor readers; reading comprehension and listening comprehension in Chinese reading process are highly correlated and listening comprehension is found to be a better predicator of reading achievement in Chinese elementary schools; the Chinese dyslexic children can be classified into three categories: dyslexia, hyperlexia and garden-variety poor readers. The results show that the Component Model is of feasibility and effectiveness in Chinese dyslexic assessment and subtypes diagnosis
Key words: dyslexic assessment, the discrepancy-model, the component model
CLC Number:
B842.5
BAI Li-Ru. An Analysis of the Discrepancy-Model and the Component Model of Reading Disability [J]. , 2009, 17(02): 299-307.
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URL: https://journal.psych.ac.cn/adps/EN/
https://journal.psych.ac.cn/adps/EN/Y2009/V17/I02/299