Phillips B Anne Barber, Odegard Timothy N
Middle Tennessee State University, Murfreesboro, TN, USA.
Ann Dyslexia. 2017 Oct;67(3):356-368. doi: 10.1007/s11881-017-0148-4. Epub 2017 Nov 13.
Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of specific learning disability (SLD), and limited data has been presented on the rate at which students in public school settings are identified with dyslexia. The first aim of the current study was to determine if any detectable changes in the identification rates of SLD have occurred in states implementing dyslexia laws because most states do not report number of students identified as dyslexic but rather those students identified with an SLD. The second aim of the study was to characterize the rate of identifying dyslexia in the two states (Texas and Arkansas) that require public schools to report the number of students identified with dyslexia. The third aim was to characterize the identification rate across first to 12th grades. Current SLD rates range from 3.2 to 8.5% in all 50 states. Analysis of SLD prevalence rates did not vary between states with and without dyslexia laws in place. Moreover, there was no change in the identification of SLD once states had implemented these laws. Rates of dyslexia in Arkansas and Texas were less than 5%. Given the persistent levels indicating lack of reading proficiency, our review of data suggests that overall students with dyslexia are being underidentified.
阅读障碍是一种特定的学习障碍，会影响单词阅读的准确性和/或阅读流畅性。美国半数以上的州已通过立法，旨在促进对阅读障碍患者的更好识别。迄今为止，尚未开展任何研究来调查州法律对特定学习障碍（SLD）识别的潜在影响，并且关于公立学校环境中被诊断为阅读障碍的学生比例的数据也很有限。本研究的首要目标是确定在实施阅读障碍相关法律的州，特定学习障碍的识别率是否发生了任何可检测到的变化，因为大多数州并未报告被诊断为阅读障碍的学生数量，而是报告被诊断为患有特定学习障碍的学生数量。该研究的第二个目标是描述在要求公立学校报告被诊断为阅读障碍的学生数量的两个州（德克萨斯州和阿肯色州）中阅读障碍的识别率。第三个目标是描述从一年级到十二年级的识别率。目前，所有50个州的特定学习障碍率在3.2%至8.5%之间。对特定学习障碍患病率的分析在实施了阅读障碍相关法律的州和未实施该法律的州之间没有差异。此外，一旦各州实施了这些法律，特定学习障碍的识别情况并没有变化。阿肯色州和德克萨斯州的阅读障碍率低于5%。鉴于持续的水平表明阅读能力不足，我们对数据的审查表明，总体而言，患有阅读障碍的学生未得到充分识别。
