DEVELOPMENTAL PERSPECTIVES ON READING DISABILITIES

Reading disabilities are considered from a developmental perspective. First, the normal developmental course of reading from preschool to high school is examined. Research findings on the cognitive requirements at different stages of reading and possible sources of individual differences are then discussed. Three case vignettes illustrate common patterns of reading disabilities and their behavioral manifestations: weak decoding but good comprehension, failure to automatize, and poor recall but good decoding and fluency. Specific suggestions for the assessment of reading are offered on the basis of current theoretical knowledge of reading and reading disabilities.

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