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Detection of Young Children in Need of Reading Help

Evaluation of Specific Reading Disability Formulas

Kennedy Institute, 707 North Broadway, Baltimore, MD 21205

Frederick B. Palmer, MD

Kennedy Institute, Baltimore, Maryland and the Departments of Pediatrics, Psychiatry, and Biostatistics, The Johns Hopkins University Medical Institutions, Baltimore, Maryland

Sue E. Antell, PhD

Kennedy Institute, Baltimore, Maryland and the Departments of Pediatrics, Psychiatry, and Biostatistics, The Johns Hopkins University Medical Institutions, Baltimore, Maryland

Stacey Bilker, MPH

Kennedy Institute, Baltimore, Maryland and the Departments of Pediatrics, Psychiatry, and Biostatistics, The Johns Hopkins University Medical Institutions, Baltimore, Maryland

Alan Ross, PhD

Kennedy Institute, Baltimore, Maryland and the Departments of Pediatrics, Psychiatry, and Biostatistics, The Johns Hopkins University Medical Institutions, Baltimore, Maryland

Arnold J. Capute, MD, MPH

Kennedy Institute, Baltimore, Maryland and the Departments of Pediatrics, Psychiatry, and Biostatistics, The Johns Hopkins University Medical Institutions, Baltimore, Maryland

To determine whether formula-based definitions of specific reading disability (SRD) were related to the actual classroom performance of children aged 7, the authors applied five definitions of SRD to a cohort of 243 children. The children were followed from birth and not selected on the basis of cognitive, reading, or academic performance criteria. The authors determined the concurrent validity of each of the formulas by comparing the prediction of each definition to whether the child received additional reading help in the classroom. Although the years behind method was significantly better than other approaches, no method identified more than 48 percent of the children who were given additional reading help. This study questions the ability of formula-based definitions adequately to identify young children with reading dysfunction.

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