This study sought to determine whether third-grade children identified as poor readers (6-12 mos. delay) were able to improve their reading performances after being provided instruction using an integrated reading-language approach. It was speculated that the basis for some or most reading difficulties were language problems resulting from deficiencies in constructing meaning from a spoken or printed message, difficulty understanding and/or remembering the message proposition(s), and incongruities between a child's knowledge of language and linguistic information presented.
Sanger, D. D., Stick, S. L., & Lange, U. A. (1986). An Integrative Reading-Language Approach. Reading Horizons, 26 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol26/iss2/7