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Annals of Dyslexia

, Volume 68, Issue 2, pp 104–125 | Cite as

The multiple deficit model of dyslexia: what does it mean for identification and intervention?

  • Jeremiah RingEmail author
  • Jeffrey L. Black
Article

Abstract

Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.

Keywords

Intervention Multiple deficit model Phonological processing reading disability 

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Copyright information

© The International Dyslexia Association 2018

Authors and Affiliations

  1. 1.Luke Waites Center for Dyslexia and Learning DisordersTexas Scottish Rite Hospital for ChildrenDallasUSA

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