| ne common criterion used to identify individuals with reading disabilities is evidence of a severe discrepancy between estimated reading potential and reading achievement. The purpose of this study was to provide information regarding the concurrent validity of two estimates of reading potential: a traditional intelligence test and a test of listening comprehension. Subjects were 153 second grade students. Each subject's reading potential was estimated using both IQ and listening comprehension as predictors in two separate regression procedures. Estimated scores were then compared to observed reading achievement to compute two discrepancy scores for each subject, one based on an IQ test as a predictor and the other based on a test of listening comprehension as a predictor. Concurrent validity was established by: (1) correlating residuals from the two regression procedures, (2) using the two methods to identify subjects achieving below estimated potential by 1.0, 1.5, and 2.0 standard deviations, and (3) correlating teacher judgments of student performance as at or below potential with results of the IQ and listening comprehension predictions. The Pearson correlation between the residuals was.89,... |
