A growing consensus of the most promi-nent research in learning disabilities for the past 30 years points toward deficits in the phonological processes as the cause of reading disability. At the center of this research is the current knowledge that children’s difficulties in learning to read are most frequently con-tributed to weaknesses in the ability to process the phonological features of language
Stored only when both papers are in the corpus — 1,303 citations exist upstream.