Existing methods for classifying children according to reading level appear to be qualitative, conflicting, and unnecessarily gross. This paper reviews problems of definition leading to failure in proper classification, and presents a case for consistency in defining dyslexic, hyperlexic, and normal readers. A classification model recognizing that reading expectation should be functionally related to a general measure of academic potential is proposed. Standard regression techniques are employed to develop the method, which can be used with continuous or grouped IQ data. A simplified approximation of the method is also described.
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