Center on English Learning & Achievement
Frank Vellutino, Donna Scanlon, and Melinda Tanzman
The authors argue against the use of psychometric disability. They suggest instead that the diagnostic enterprise should be initiated with early and labor intensive remedial intervention, and that the child's ability to profit from such intervention should be the most important piece of information in making the diagnosis, notwithstanding the confirmatory value of psychometric assessment in given cases. They support their arguments with selected findings from an intervention study they have recently completed demonstrating that most children who perform poorly in reading can be readily brought to at least an average level of performance if their reading difficulties are addressed at the beginning stage of reading development.
* Abstract appeared in Journal of School Psychology.
The Center on English Learning and Achievement