Specific reading disabilities: Early identification and long-term outcome

✍ Scribed by Reynolds, Ann M. ;Elksnin, Nick ;Brown, Frank R.

• Publisher: John Wiley and Sons
• Year: 1996
• Tongue: English
• Weight: 891 KB
• Volume: 2
• Category: Article
• ISSN: 1080-4013
• DOI: 10.1002/(sici)1098-2779(1996)2:1<21::aid-mrdd5>3.0.co;2-#

✦ Synopsis

We review the early identification and long-term outcome of children with specific reading disabilities. The current widely held theory is that reading disabilities are language-based. Recent literature suggests that specific aspects of early language development, such as phonological processing, are important in learning t o read, and that deficiencies in them hinder the process. Deficits in language, attention, and behavior have been found t o be nonspecific risk factors for later development of reading disabilities. There is consensus that reading disabilities persist into adulthood. They not only effect academic skills and post-secondary educational and employment opportunities, but also social, emotional, and behavioral function.