Defining reading disability using a multifaceted approach

This study addressed the validity of using a five-stage multifaceted approa ch to defining reading disabilities. The selection criteria generally repre sented key: features of the reading disability concept (e.g., intraindividu al differences, low achievement, exclusionary criteria). The sample consist ed of 204 reading disabled and 203 normally achieving Form 2 (junior high) students from New Zealand. Comparison of these two groups on motivational, cognitive, and metacognitive variables demonstrated the validity of the app roach adopted in the current study for defining reading disabled children. Discriminant analyses revealed that 96.1% of the reading disabled and 95.1% of the normally achieving children were correctly classified. It is envisa ged that the multifaceted working model discussed here for defining reading disabled individuals should stimulate renewed discussion as well as furthe r refinement of the selection criteria.