Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD
Abstract
Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validity. Study 2 describes the successful outcome of a 7-year CMR-based reading instruction program. Compared to the discrepancy model, the CMR has demonstrated several advantages.
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These early literacy skills are viewed as sublexical but importantly predictive in laying the groundwork for later word and passage reading fluency.
“These skills are viewed as sublexical but importantly predictive in laying the groundwork for later word and passage reading fluency [98].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [98]
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Decoding, reading, and reading disability.
Gough, P. B., & Tunmer, W. E. (1986) · Remedial and Special Education · doi:10.1177/074193258600700104 · Cited by 3,972 · see citing works
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00072 · Cited by 868 · cited 3× · see citing works
“The response to intervention model is one such approach (Bradley, Danielson, & Doolittle, 2005; D. Fuchs, Mock, Morgan, & Young, 2003 ), and the component model of reading presented in this article is yet another approach.”
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Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A. (2016) · British Journal of Psychology · doi:10.1111/bjop.12134 · Cited by 105 · see citing works
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
- Authors
- Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E.
- Affiliations
- Indiana State University (US)
- Texas A&M University
- St. Thomas University
- Bi-County Special Education Cooperative, Sterling, Illinois
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2008-01
- Volume
- 41
- Issue
- 1
- Pages
- 67-84
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2148381857
- Cited by
- 282
- References
- 2
- Citations by year
- 2026: 16 · 2025: 9 · 2024: 21 · 2023: 19 · 2022: 15 · 2021: 27 · 2020: 16 · 2019: 16 · 2018: 19 · 2017: 12 · 2016: 11 · 2015: 20 · 2014: 14 · 2013: 10 · 2012: 15
- FWCI
- 24.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- reading disorders, learning disabilities, discrepancy model, Response to Intervention, reading instruction, diagnostic validity, remedial education, resource rooms, education policy
- MeSH terms
- Child, Diagnosis, Differential, Dyslexia, Educational Status, Female, Follow-Up Studies, Humans, Intelligence, Male, Phonetics, Reaction Time, Reading, Remedial Teaching, Semantics, Speech Perception, Verbal Learning, Comprehension
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