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Psycholinguistic Aspects of Reading Disabilities

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Cognitive Development in Atypical Children

Part of the book series: Springer Series in Cognitive Development ((2116))

Abstract

The purpose of this chapter is to explore the hypothesis that reading disabilities represent a disorder whose basis is inadequate language skills. Before presenting the arguments for this position, it is important to define what a reading disability is and what it is not. Chaos exists in the definition of reading and reading disability. There are many diverse viewpoints about what constitutes reading behavior and reading disabilities. The study of development of normal and atypical aspects of reading in children has been hampered by a lack of precise definitions. In this chapter I will attempt to develop a useful definition of reading disability and discuss the evidence for considering a reading disability as a disorder of deficient linguistic skills.

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Authors
  1. Linda S. Siegel
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Editors and Affiliations

  1. Department of Special Education, Ontario Institute for Studies in Education, M5S 1V6, Toronto, Ontario, Canada

    Linda S. Siegel

  2. Department of Family Studies, University of Alberta, T6G 2E9, Edmonton, Alberta, Canada

    Frederick J. Morrison

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Siegel, L.S. (1985). Psycholinguistic Aspects of Reading Disabilities. In: Siegel, L.S., Morrison, F.J. (eds) Cognitive Development in Atypical Children. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5036-4_3

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  • DOI: https://doi.org/10.1007/978-1-4612-5036-4_3

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  • Print ISBN: 978-1-4612-9534-1

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