RT Journal Article
T1 How are Reading Disabilities Operationalized in Spain? A Study of Practicing School Psychologists.
A1 Delgado-Ríos, Myriam
A1 González Valenzuela, María José
A1 Soriano-Ferrer, Manuel
A1 Felix-Mateo, Vicente
K1 Lectura - Problemas de aprendizaje
K1 Psicólogos escolares
AB This study examines how 115 Spanish school psychologists rated the importanceof certain criteria for identifying reading disabilities (RD), and compares their viewswith those of their US counterparts. The sample comprised school psychologistsprimarily between 30 and 39 years of age who had been in professional practicefor less than ten years. The survey questions followed those used by Spanishpracticing school psychologists ascribe the greatest importance to the discrepancybetween listening and reading comprehension and to the IQ-achievementdiscrepancy criterion, while US school psychologists place greater emphasison response to intervention (RTI) criteria and cognitive processing difficultieswhen operationalizing RD. Possible reasons for these differences are discussed.Differences between Spanish and US school psychologists are also observed inprioritizing which exclusion criteria were most important to consider whenattempting to identify RD, even though the most popular choices were mentalretardation and inadequate instruction in both samples.
PB iMedPub
YR 2016
FD 2016-06-30
LK https://hdl.handle.net/10630/40887
UL https://hdl.handle.net/10630/40887
LA eng
NO González-Valenzuela MJ, Soriano- Ferrer M, Delgado-Ríos M, et al. How are Reading Disabilities Operationalized in Spain? A Study of Practicing School Psychologists. J Child Dev Disord. 2016, 2:3.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 4 mar 2026