Differences in performance of 72 Chilean students with reading disabilities from public and prívate schools on decoding, reading comprehension, and listening comprehension tasks were investigated. Analysis of varíance results indicated students in public schools performed below students in private schools on a!! tasks. Data analyses showed different profiles in students' performance dependíng upon their socia! background. Relationships among reading and listening comprehension skills, and social background of students with reading disabilities were also investigated. Results suggest that the ínfluence of social background on reading disabilities as well as the rela-tionship among decoding, reading comprehension, and listening comprehension skills need to be addressed in assessment and treatment practices.
Infante, M. (2006). Reading disabilities and linguistic abilities in diverse socioeconomic contexts. Revista Chilena De Fonoaudiología, 7(1), 29–44. https://doi.org/10.5354/0719-4692.2006.48360
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